This article explores the role of metacognitive learning strategies in enhancing English language proficiency among university-level ESL learners. Drawing on four years of classroom teaching experience and a substantial body of cognitive and applied linguistics research, the study examines how the explicit development of planning, monitoring, and evaluation strategies — the three core dimensions of metacognition — equips language learners with the self-regulatory tools they need to direct their own learning, overcome linguistic challenges, and sustain progress beyond the boundaries of formal instruction
Egamberdiyeva Husnora (Mon,) studied this question.