From Theory to Practice: Exploring Metacognition and Its Role in Grammar Learning

Authors

  • Nivetha Palraj

    Department of English, School of Social Sciences and Languages, Vellore Institute of Technology, Vellore 632014, Tamil Nadu, India
  • Srinivasan R

    Department of English, School of Social Sciences and Languages, Vellore Institute of Technology, Vellore 632014, Tamil Nadu, India

DOI:

https://doi.org/10.30564/fls.v7i4.8659
Received: 5 February 2025 | Revised: 27 February 2025 | Accepted: 7 March 2025 | Published Online: 10 April 2025

Abstract

The teaching and learning of grammar have been posing challenges in language instruction for many years. Diverse theoretical perspectives have led to several approaches, methods and techniques/strategies for teaching and learning grammar. This paper explores the potential significance of metacognitive strategies among the language learners to enhance their grammar skills and accuracy in writing and speaking English. It explores the theoretical foundations of metacognition and the role of metacognitive strategies in learning, emphasising their ability for deeper cognitive engagement. Furthermore, the paper defines grammar, reviews various instructional practices in grammar teaching, and highlights the potential role of metacognitive strategies in enhancing the effectiveness of the grammar learning process and contributing to more efficient grammar-acquiring skills, which promotes autonomy among learners. The paper concludes by outlining future research directions and emphasising the need for empirical studies using metacognitive strategies and grammar learning.

Keywords:

Metacognition; Metacognitive Strategies; English Grammar; Grammar Teaching and Learning Strategies; Language Learning Strategies

References

[1] Wang, Y., Yang, S., 2024. A Review of The Effects of Metacognitive Strategies on Learners’ English Listening. Journal of Education, Humanities and Social Sciences. 26, 124–129. DOI: https://doi.org/10.54097/7xtsmd57

[2] Krashen, S.D., 1982. Principles and Practice in Second Language Acquisition. Pergamon: Oxford, UK; New York, NY, USA.

[3] Purwanto, M.B., Agustin, A., 2022. Reviewing on Grammar Learning Strategy Use: A Case Study of Efl Darussalam Polytechnic. Journal of English Language and Language Teaching. 6(2), 43–57.

[4] Flavell, J.H., 1979. Metacognition and Cognitive Monitoring: A New Area of Cognitive–Developmental Inquiry. American Psychologist. 34(10), 906–911. DOI: https://doi.org/10.1037/0003-066X.34.10.906

[5] Katyal, S., Fleming, S.M., 2024. The Future of Metacognition Research: Balancing Construct Breadth with Measurement Rigor. Cortex. 171, 223–234. DOI: https://doi.org/10.1016/j.cortex.2023.11.002

[6] Azevedo, R., 2020. Reflections on the Field of Metacognition: Issues, Challenges, and Opportunities. Metacognition Learning. 15(2), 91–98. DOI: https://doi.org/10.1007/s11409-020-09231-x

[7] Winne, P.H., Azevedo, R., 2022. Metacognition and Self-Regulated Learning. In: Sawyer, R.K. (ed.), The Cambridge Handbook of the Learning Sciences. Cambridge University Press: Cambridge, UK. pp. 93–113. DOI: https://doi.org/10.1017/9781108888295.007

[8] Anderson, N., 2002. The Role of Metacognition in Second Language Teaching and Learning. ERIC Digest: Washington, DC, USA.

[9] Jacobs, J.E., Paris, S.G., 1987. Children’s Metacognition About Reading: Issues in Definition, Measurement, and Instruction, Educational Psychologist. 22(3–4), 255–278. DOI: https://doi.org/10.1080/00461520.1987.9653052

[10] Kuhn, D., David Dean, J., 2010. Metacognition: A Bridge between Cognitive Psychology and Educational Practice. Theory Into Practice. 43(4), 268–273. DOI: https://doi.org/10.1207/s15430421tip4304_4

[11] Papleontiou-louca, E., 2003. The Concept and Instruction of Metacognition, Teacher Development. 7(1), 9–30. DOI: https://doi.org/10.1080/13664530300200184

[12] Metcalfe, J., Shimamura, A.P., 1994. Metacognition: Knowing about Knowing. MIT Press: Cambridge, MA, USA.

[13] Carson, L.J., 2012. An Exploration of Metacognition and Its Interplay with Other Forms of Conscious Thought Processing in Independent Learning at Tertiary Level [Doctoral Thesis]. Dublin City University: Dublin, Ireland.

[14] Spearman, C., 1922. The Nature Of Intelligence And The Principles of Cognition. Macmillan: London, UK.

[15] Sorabji, R., 2006. Aristotle on Memory, 2nd ed. University of Chicago Press: Chicago, IL, USA.

[16] Augustine, Matthews, G.B., McKenna, S., (eds.), 2002. Summary of Books 1–7, Augustine: On the Trinity, Cambridge University Press, Cambridge, xxxiii–xxxiv. Cambridge University Press: Cambridge, UK. DOI: https://doi.org/10.1017/CBO9781139164658.004

[17] Lyons, W., 1986. The Disappearance of Introspection. MIT Press: Cambridge, MA, USA.

[18] Tarricone, P., 2011. The Taxonomy of Metacognition. Taylor & Francis Group: Hove, UK.

[19] James, W., 1890. The Principles of Psychology. Holt: New York, NY, USA.

[20] James, W., 1890. The Principles Of Psychology - Vol.2. Camelot Press: New York, NY, USA.

[21] Lipman, M., 2003. Thinking in Education. Cambridge University Press: Cambridge, UK. DOI: https://doi.org/10.1017/CBO9780511840272

[22] Moon, J.A., 2000. Reflection in Learning and Professional Development: Theory and Practice. Routledge: London, UK. DOI: https://doi.org/10.4324/9780203822296

[23] Weinert, F.E., Kluwe, R., 1987. Metacognition, Motivation, and Understanding. L. Erlbaum Associates: Hillsdale, NJ, USA.

[24] Moshman, D., 2011. Adolescent Rationality and Development: Cognition, Morality, and Identity, Third Edition, Psychology Press: New York, NY, USA. DOI: https://doi.org/10.4324/9780203835111

[25] Bruner, J., 1981. Vygotsky: A Historic and Conceptual Perspective, Journal for the Study of Education and Development, 4(14), 3–17. DOI: https://doi.org/10.1080/02103702.1981.10821841

[26] Kluwe, R.H., 1982. Cognitive Knowledge and Executive Control: Metacognition, Animal Mind — Human Mind. Griffin, D.R. (Ed.). Springer: Berlin/Heidelberg, Germany. pp. 201–224. DOI: https://doi.org/10.1007/978-3-642-68469-2_12

[27] Brown, A.L., 1987. Metacognition, Executive Control, Self-Regulation, and Other More Mysterious Mechanisms. In Metacognition, Motivation, and Understanding. L. Erlbaum Associates: Hillsdale, NJ, USA. pp. 65–116.

[28] Schraw, G., Dennison, R.S., 1994. Assessing Metacognitive Awareness. Contemporary Educational Psychology. 19(4), 460–475. DOI: https://doi.org/10.1006/ceps.1994.1033

[29] Boğar, Y., 2018. Literature Review on Metacognition and Metacognitive Awareness. 2, 136–168.

[30] Nelson, T.O., 1990. Metamemory: A Theoretical Framework and New Findings, Psychology of Learning and Motivation. Bower, G.H. (Ed.). Academic Press: New York, NY, USA. pp. 125–173. DOI: https://doi.org/10.1016/S0079-7421(08)60053-5

[31] Schraw, G., Moshman, D., 1995. Metacognitive Theories. Educational Psychology Review. 7(4), 351–371. DOI: https://doi.org/10.1007/BF02212307

[32] Paris, S.G., Winograd, P., 1990. Promoting Metacognition and Motivation of Exceptional Children. Remedial and Special Education. 11(6), 7–15. DOI: https://doi.org/10.1177/074193259001100604

[33] Tobias, S., Everson, H.T., 2002. Knowing What You Know and What You Don’t: Further Research on Metacognitive Knowledge Monitoring. Availabel from: https://cft.vanderbilt.edu/wp-content/uploads/sites/59/knowing-what-you-know-what-what-you-don-further-research-metacognitive.pdf

[34] Efklides, A., 2008. Metacognition: Defining Its Facets and Levels of Functioning in Relation to Self-Regulation and Co-Regulation. European Psychologist. 13, 277–287. DOI: https://doi.org/10.1027/1016-9040.13.4.277

[35] Carruthers, P., Williams, D.M., 2022. Model-Free Metacognition. Cognition. 225, 105117. DOI: https://doi.org/10.1016/j.cognition.2022.105117

[36] Bannister-Tyrrell, M., Smith, S., Merrotsy, P., et al., 2014. Taming a “Many-Headed Monster”: Tarricone’s Taxonomy of Metacognition. TalentEd. 28, 1–12.

[37] Teng, M.F., Qin, C., Wang, C., 2022. Validation of Metacognitive Academic Writing Strategies and the Predictive Effects on Academic Writing Performance in a Foreign Language Context. Metacogn Learn, 17(1), 167–190. DOI: https://doi.org/10.1007/s11409-021-09278-4

[38] Baker, L., Brown, A.L., 1984. Metacognitive Skills and Reading. In Handbook of Reading Research. Long Man: New York, NY, USA. pp. 353–394.

[39] Pintrich, P.R., 2002. The Role of Metacognitive Knowledge in Learning, Teaching, and Assessing. Theory Into Practice. 41(4), 219–225. DOI: https://doi.org/10.1207/s15430421tip4104_3

[40] Fernández Velasco, P., Loev, S., 2024. Metacognitive Feelings: A Predictive-Processing Perspective. Perspectives on Psychological Science. 17456916231221976. DOI: https://doi.org/10.1177/17456916231221976

[41] Tezer, M., 2024. Cognition and Metacognition in Education, Metacognition in Learning - New Perspectives. IntechOpen: London, UK. DOI: https://doi.org/10.5772/intechopen.114857

[42] Ghosh, S., 2024. Perspective Chapter: Metacognitive Strategies – Preparing Self-Regulated Learners in the Twenty-First Century, Metacognition in Learning - New Perspectives. IntechOpen: London, UK. DOI: https://doi.org/10.5772/intechopen.114093

[43] Parlan, P., 2024. Perspective Chapter: Metacognitive Learning Strategy, Metacognition in Learning - New Perspectives. IntechOpen: London, UK. DOI: https://doi.org/10.5772/intechopen.113919

[44] Schraw, G., 1998. Promoting General Metacognitive Awareness, Instructional Science. 26(1), 113–125. DOI: https://doi.org/10.1023/A:1003044231033

[45] Eker, C., 2024. The Effect of Teaching Practice Conducted by Using Metacognition Strategies on Students’ Reading Comprehension Skills. International Online Journal of Educational Sciences. 6(2), 269–280.

[46] Lv, F., Chen, H., 2010. A Study of Metacognitive-Strategies-Based Writing Instruction for Vocational College Students, English Language Teaching. 3(3), 136–144.

[47] Perry, J., Lundie, D., Golder, G., 2019. Metacognition in Schools: What Does the Literature Suggest about the Effectiveness of Teaching Metacognition in Schools? Educational Review. 71(4), 483–500. DOI: https://doi.org/10.1080/00131911.2018.1441127.

[48] de Blume, A.P.G., 2021. An Homage to the Research Legacy of Dr. Gregory Schraw: The Theory of Self-Regulated Learning, Revista Tesis Psicológica. 16(2), 220–237.

[49] Burton, G., 2020. Grammar. ELT Journal. 74(2), 198–201. DOI: https://doi.org/10.1093/elt/ccaa004

[50] Leff, G., 1991. The Trivium and The Three Philosophies, A History of the University in Europe: Volume 1: Universities in the Middle Ages. de Ridder-Symoens, H., (ed.). Cambridge University Press: Cambridge, UK. pp. 307–336. DOI: https://doi.org/10.1017/CBO9780511599507.012

[51] Howatt, A.P.R., Widdowson, H.G., 2004. A History of English Language Teaching. Oxford University Press: Oxford, UK.

[52] Rahman, A.M., Ahmed, M.S., 2017. Approaches to the Teaching of Grammar: Methods and Strategies, International Journal of Humanities Social Sciences and Education. 4(5), 123–129.

[53] Bavali, M., Sadighi, F., 2008. Chomsky’s Universal Grammar and Halliday’s Systemic Functional Linguistics: An Appraisal and a Compromise, Journal of Pan-Pacific Association of Applied Linguistics. 12(1), 11–28.

[54] Odlin, T., 1994. Introduction, Perspectives on Pedagogical Grammar. Odlin, T., (Ed.). Cambridge University Press: Cambridge, UK. pp. 1–22. DOI: https://doi.org/10.1017/CBO9781139524605.003

[55] Saaiyed Al-Rushaidi, S.M., 2020. Is the Linguists’ View of Prescriptive Grammar Reductionist? (A Re-Examination of the Accusations Made against the Prescriptive Tradition). AWEJ. 11(3), 305–317. DOI: https://doi.org/10.24093/awej/vol11no3.19

[56] Hinkel, E., 2018. Descriptive Versus Prescriptive Grammar, The TESOL Encyclopedia of English Language Teaching. John Wiley & Sons, Ltd.: Hoboken, NJ, USA. pp. 1–6. DOI: https://doi.org/10.1002/9781118784235.eelt0053

[57] Male, H., 2011. Students’ View on Grammar Teaching. JET (Journal of English Teaching). 1(1), 57–69. DOI: https://doi.org/10.33541/jet.v1i1.52

[58] Nassaji, H., Fotos, S., 2004. Current Developments in Research on the Teaching of Grammar, Annual Review of Applied Linguistics. 24, 126–145. DOI: https://doi.org/10.1017/S0267190504000066

[59] Wang, S., 2010. The Significance of English Grammar to Middle School Students in China. JLTR. 1(3), 313–319. DOI: https://doi.org/10.4304/jltr.1.3.313-319

[60] Brown, H.D., Lee, H., 2015. Teaching by Principles: An Interactive Approach to Language Pedagogy. Pearson Education: Singapore.

[61] Ghafar, Z.N., Sawalmeh, M.H.M., 2024. Exploring the Pedagogical Significance of Grammar: A Comprehensive Review of Its Role in Language Learning and Teaching, British Journal of Applied Linguistics, 4(1), 13–16. DOI: https://doi.org/10.32996/bjal.2024.4.1.2

[62] Ur, P., 2012. A Course in English Language Teaching. Cambridge University Press: Cambridge, UK. DOI: https://doi.org/10.1017/9781009024518

[63] Ellis, R., 2006. Current Issues in the Teaching of Grammar: An SLA Perspective. TESOL Quarterly. 40(1), 83–107. DOI: https://doi.org/10.2307/40264512

[64] Jean, G., Simard, D., 2011. Grammar Teaching and Learning in L2: Necessary, but Boring? Foreign Language Annals. 44(3), 467–494. DOI: https://doi.org/10.1111/j.1944-9720.2011.01143.x

[65] Ellis, R., 2005. Principles of Instructed Language Learning. System. 33(2), 209–224. DOI: https://doi.org/10.1016/j.system.2004.12.006

[66] Rutherford, W.E., 2014. Second Language Grammar: Learning and Teaching. Routledge: London, UK. DOI: https://doi.org/10.4324/9781315835914

[67] Krashen, S.D., 1981. Second Language Acquisition and Second Language Learning. Pergamon Press Inc.: Oxford, UK.

[68] Ellis, R., 2002. Does Form-Focused Instruction Affect the Acquisition of Implicit Knowledge? Studies in Second Language Acquisition. 24, 223–236. DOI: https://doi.org/10.1017/S0272263102002073

[69] Schmidt, R., 2001. Attention, Cognition and Second Language Instruction. Robinson, P., (Ed.). Cambridge University Press: Cambridge, UK. pp. 3–32. DOI: https://doi.org/10.1017/CBO9781139524780.003

[70] Bygate, M., Skehan, P., Swain, M., 2013. Researching Pedagogic Tasks: Second Language Learning, Teaching, and Testing. Routledge: London, UK. DOI: https://doi.org/10.4324/9781315838267

[71] Robinson, P., 2001. Task Complexity, Cognitive Resources, and Syllabus Design: A Triadic Framework for Examining Task Influences on SLA, Cognition and Second Language Instruction. Robinson, P. (ed.). Cambridge University Press: Cambridge, UK. pp. 287–318. DOI: https://doi.org/10.1017/CBO9781139524780.012

[72] Vygotsky, L.S., 1978. Mind in Society: Development of Higher Psychological Processes. Harvard University Press: Cambridge, MA, USA. DOI: https://doi.org/10.2307/j.ctvjf9vz4

[73] Hudson, R., 2005. The English Patient: English Grammar and Teaching in the Twentieth Century. Journal of Linguistics. 41, 593–622. DOI: https://doi.org/10.1017/S0022226705003464

[74] Pienemann, M., 2011. Language Processing and Second Language Development. John Benjamins Publishing Company: Amsterdam, The Netherlands.

[75] Lightbown, P.M., 2000, Anniversary Article. Classroom SLA Research and Second Language Teaching. Applied Linguistics. 21(4), 431–462. DOI: https://doi.org/10.1093/applin/21.4.431

[76] Ellis, R., 2001. The Place of Grammar Instruction in the Second/Foreign Language Curriculum, New Perspectives on Grammar Teaching in Second Language Classrooms. Hinkel, E., Fotos, S., (Eds.). Routledge: London, UK. pp. 17–34.

[77] Larsen-Freeman, D., Long, M.H., 2014. An Introduction to Second Language Acquisition Research, Routledge: London, UK. DOI: https://doi.org/10.4324/9781315835891

[78] Fengjuan, W., 2010. The Necessity of Grammar Teaching. ResearchGate. 3(2). DOI: https://doi.org/10.5539/elt.v3n2p78

[79] Shumiye, A.S., 2024. Beliefs and Practices in Teaching Grammar Instruction: Babile Primary School in Focus. International Electronic Journal of Elementary Education. 13(4), 78–88. DOI: https://doi.org/10.11648/j.ijeedu.20241304.11

[80] Nawaz, S., Ahmed, S.R., Aqeel, M., et al., 2022, CHALLENGES OF TEACHING GRAMMAR AT ELEMENTARY LEVEL: A QUALITATIVE STUDY OF ESL TEACHERS’ PERCEPTIONS. 5(1), 71–78.

[81] Angraeny, L., Azani, F.M., Ratnawati, R., et al., 2023. Investigating the Influence of Explicit Grammar Instruction for Indonesian EFL Students’ Academic Writing Skills. Journal of English Language Teaching. 10, 381–392.

[82] Akinbode, J.O., 2008. Challenges Associated with Teaching and Learning of English Grammar in Nigerian Secondary Schools. African Research Review. 2(2), 120–127. DOI: https://doi.org/10.4314/afrrev.v2i2.41046

[83] Apolonio, J.A., 2021. Needs Analysis, Challenges, and Teaching Strategies in English Grammar Learning.

[84] Ajaj, I.E., 2022. Investigating the Difficulties of Learning English Grammar and Suggested Methods to Overcome Them. Journal of Tikrit University for Humanities. 29(6), 45–58. DOI: https://doi.org/10.25130/jtuh.29.6.2022.24

[85] Nanquil, L.M., 2021. Changes and Challenges in the Teaching of Grammar in the Age of Disruption. JLDS. 1(1), 1–6. DOI: https://doi.org/10.32996/jlds.2021.1.1.1

[86] Munir, N., Ahmad, M.B., Bhatti, H., 2023. Challenges in Teaching Grammar to Secondary School English Learners in District Vehari. GLR. VIII(II), 31–43. DOI: https://doi.org/10.31703/glr.2023(VIII-II).04

[87] Souisa, T.R., Yanuarius, L., 2020. Teachers’ Strategies on Teaching Grammar: Facts and Expectations of Senior High School Teachers at Ambon. IJERE. 9(4), 1121. DOI: https://doi.org/10.11591/ijere.v9i4.20643

[88] Locke, T., (Ed.), 2010. Beyond the Grammar Wars: A Resource for Teachers and Students on Developing Language Knowledge in the English/Literacy Classroom. Routledge: New York, NY, USA.

[89] Sameem, M.A.M., 2013. Methods, Approaches, and Techniques of Teaching English: A Comprehensive Review. Elementary Education Online. 12(1), 314–323.

[90] Asif, F., Khan, I.A., 2022. The Eclectic Approach in Teaching English for Communication, English Language Teaching in Pakistan. Ali Raza, N., Coombe, C., (eds.). Springer Nature Singapore: Singapore. pp. 329–343.

[91] Rodgers, T.S., 2001. Language Teaching Methodology. ERIC Issue Paper. ERIC Clearinghouse on Languages and Linguistics: Washington, DC, USA.

[92] Başöz, T., 2014. Through the Eyes of Prospective Teachers of English: Explicit or Implicit Grammar Instruction?, Procedia - Social and Behavioral Sciences. 158, 377–382. DOI: https://doi.org/10.1016/j.sbspro.2014.12.103

[93] Kashiri, R., 2021. EFL Student Teachers Knowledge and Perceived Strategy Use in Teaching Grammar.

[94] Zohrabi, M., Torabi, M., Baybourdiani, P., 2012. Teacher-Centered and/or Student-Centered Learning: English Language in Iran, English Language and Literature Studies. 2. DOI: https://doi.org/10.5539/ells.v2n3p18

[95] Mallia, J.G., 2014. Inductive and Deductive Approaches to Teaching English Grammar. Arab World English Journal. 5, 221–235.

[96] Behera, R.R., Rath, C.S., Acharya, A.K., et al., 2024. Integrating 5E Model with Planned-Incidental Grammar Teaching Approach to Enhance Grammar Competency of Eighth-Grade Odia Medium School Students, in a Time-Sensitive Manner. Asian-Pacific Journal of Second and Foreign Language Education. 9(1), 56. DOI: https://doi.org/10.1186/s40862-024-00283-z

[97] Schurz, A., Coumel, M., 2023. Grammar Teaching in ELT: A Cross-National Comparison of Teacher-Reported Practices. Language Teaching Research. 27(5), 1167–1192. DOI: https://doi.org/10.1177/1362168820964137

[98] Althaqafi, A.S., 2018. A Critical Review of Grammar Teaching Methodologies in the Saudi Context. English Language Teaching. 11(11), 65–73.

[99] Thornbury, S., 1999. How To Teach Grammar. Longman: Harlow, UK.

[100] Benati, A., 2018. Grammar-Translation Method, The TESOL Encyclopedia of English Language Teaching. John Wiley & Sons, Ltd.: Hoboken, NJ, USA. pp. 1–5. DOI: https://doi.org/10.1002/9781118784235.eelt0153

[101] Richards, J.C., Rodgers, T.S., 2001. Approaches and Methods in Language Teaching. Cambridge University Press: Cambridge, UK. DOI: https://doi.org/10.1017/CBO9780511667305.

[102] Benati, A., 2018. Direct Method, The TESOL Encyclopedia of English Language Teaching. John Wiley & Sons, Ltd.: Hoboken, NJ, USA. pp. 1–5. DOI: https://doi.org/10.1002/9781118784235.eelt0154

[103] Rilling, S., 2018. Audio-Lingual Method, The TESOL Encyclopedia of English Language Teaching. John Wiley & Sons, Ltd.: Hoboken, NJ, USA. pp. 1–7. DOI: https://doi.org/10.1002/9781118784235.eelt0157

[104] Smith, M., Loewen, S., 2018. Situational Language Teaching, The TESOL Encyclopedia of English Language Teaching, John Wiley & Sons, Ltd.: Hoboken, NJ, USA. pp. 1–6. DOI: https://doi.org/10.1002/9781118784235.eelt0174.

[105] Loumbourdi, L., 2018. Communicative Language Teaching (CLT), The TESOL Encyclopedia of English Language Teaching, John Wiley & Sons, Ltd.: Hoboken, NJ, USA. pp. 1–6. DOI: https://doi.org/10.1002/9781118784235.eelt0167

[106] Richards, J.C., 2006. Communicative Language Teaching Today. Cambridge University Press: New York, NY, USA.

[107] East, M., 2016. Task-Based Teaching and Learning: Pedagogical Implications, Second and Foreign Language Education. Van Deusen-Scholl, N., May, S., (Eds.). Springer International Publishing: Cham, Switzerland. pp. 1–11. DOI: https://doi.org/10.1007/978-3-319-02323-6_8-1

[108] Moore, P.J., 2018. Task-Based Language Teaching (TBLT), The TESOL Encyclopedia of English Language Teaching. John Wiley & Sons, Ltd.: Hoboken, NJ, USA. pp. 1–7. DOI: https://doi.org/10.1002/9781118784235.eelt0175

[109] Kumaravadivelu, B., 2005. Understanding Language Teaching: From Method to Postmethod. Taylor & Francis Group: Oxford, UK.

[110] Chen, M., 2014. Postmethod Pedagogy and Its Influence on EFL Teaching Strategies. ELT. 7(5), 17. DOI: https://doi.org/10.5539/elt.v7n5p17

[111] Celce-Murcia, M., 2014. An Overview of Language Teaching Methods and Approaches, Teaching English As A Second Or Foreign Language. Cengage Learning: Boston, MA, USA. pp. 2–14.

[112] Strain, J.E., 1986. Method: Design-Procedure versus Method-Technique. System. 14(3), 287–294. DOI: https://doi.org/10.1016/0346-251X(86)90024-2

[113] Cumming, B., 2012. Revisiting the Concepts ‘Approach’, ‘Design’ and ‘Procedure’ According to the Richards and Rodgers (2001) Framework. Available from: https://files.eric.ed.gov/fulltext/ED537447.pdf

[114] Jha, S.K., 2019. A Compact List of ELT Approaches, Methods, Techniques. IJITAL. 4(4), 1–14.

[115] Oxford, R.L., 2016. Teaching and Researching Language Learning Strategies: Self-Regulation in Context, 2nd ed. Routledge: New York, NY, USA. DOI: https://doi.org/10.4324/9781315719146

[116] Teng, M.F., 2023. Language Learning Strategies, Cognitive Individual Differences in Second Language Acquisition: Theories, Assessment and Pedagogy. De Gruyter Mouton. 147–174. DOI: https://doi.org/10.1515/9781614514749-008

[117] Pawlak, M., 2018. Grammar Learning Strategy Inventory (GLSI): Another Look, Studies in Second Language Learning and Teaching. 8(2), 351–379. DOI: https://doi.org/10.14746/ssllt.2018.8.2.8

[118] Oxford, R.L., Lee, K.R., Park, G., 2007. L2 Grammar Strategies: The Second Cinderella and Beyond, Language Learner Strategies: Thirty Years of Research and Practice. Cohen, A., Macaro, E. (eds.). Oxford University Press: Oxford, UK. pp. 117–139.

[119] Pawlak, M., 2009. Grammar Learning Strategies and Language Attainment: Seeking a Relationship. Research in Language. 7, 43–60. DOI: https://doi.org/10.2478/v10015-009-0004-7

[120] Pawlak, M., 2019. Grammar Learning Strategies as a Key to Mastering Second Language Grammar: A Research Agenda. Language Teaching. 53, 1–13. DOI: https://doi.org/10.1017/S0261444819000314

[121] Pawlak, M., 2012. Instructional Mode and the Use of Grammar Learning Strategies, New Perspectives on Individual Differences in Language Learning and Teaching. Pawlak, M. (ed.). Springer: Berlin/Heidelberg, Germany. pp. 263–287. DOI: https://doi.org/10.1007/978-3-642-20850-8_17

[122] Palmer, F.R., 1971. Grammar. Penguin: Harmondsworth, UK.

[123] Larsen-Freeman, D., 2003. Teaching Language : From Grammar to Grammaring. Thomson/Heinle: Boston, MA, USA.

[124] Ruiz de Zarobe, Y., Smala, S., 2020. Metacognitive Awareness in Language Learning Strategies and Strategy Instruction in CLIL Settings. Journal for the Psychology of Language Learning. 2(2), 20–35.

[125] Pawlak, M., 2020. Grammar and Good Language Teachers, Lessons from Good Language Teachers. Griffiths, C., Tajeddin, Z. (eds.), Cambridge University Press: Cambridge, UK. pp. 219–231. DOI: https://doi.org/10.1017/9781108774390.020

[126] Pawlak, M., 2021. Teaching Foreign Language Grammar: New Solutions, Old Problems, Foreign Language Annals, 54(4), 881–896. DOI: https://doi.org/10.1111/flan.12563

[127] Anderson, N.J., 2005. L2 Learning Strategies, Handbook of Research in Second Language Teaching and Learning. Routledge: London, UK.

[128] Pawlak, M., 2008. Advanced Learners’ Use of Strategies for Learning Grammar: A Diary Study, Investigating English Language Learning and Teaching, Kalisz. Adam Mickiewicz University Press: , Kalisz, Poland. pp. 109–205.

[129] Pawlak, M., Csizér, K., 2023. Investigating the Use of Grammar Learning Strategies in Hungary and Poland: A Comparative Study. Applied Linguistics. 44(2), 347–369. DOI: https://doi.org/10.1093/applin/amac038

[130] Oxford, R.L., 1990. Language Learning Strategies : What Every Teacher Should Know. Heinle & Heinle: Boston, MA, USA.

[131] Danko, M., Dečman, M., 2019. The Strategy Inventory for Second Language Learning: Tested, Adapted, and Validated in the Slovenian Higher Education Context, ESP Today. 7(2), 207–230. DOI: https://doi.org/10.18485/esptoday.2019.7.2.5

[132] Yeh, H.W.M., 2021. A Study of the Relationship Between the Use of Grammar Learning Strategies and Student Achievement. International Journal of Adult Education and Technology (IJAET). 12(3), 34–46. DOI: https://doi.org/10.4018/IJAET.2021070103

[133] Zou, B., Lertlit, S., 2022. Oxford’s Strategy Inventory for Language Learning: English Learning of Chinese Students in Thai University, LEARN Journal: Language Education and Acquisition Research Network. 15(2), 705–723.

[134] Pawlak, M., 2013. Researching Grammar Learning Strategies: Combining the Macro- and Micro-Perspective. Wydawnictwo Uniwersytetu Łódzkiego. (2013), 193–211. DOI: https://doi.org/10.18778/7969-032-9.15

[135] Pawlak, M., 2009. Investigating Grammar Learning Strategies: In Search of Appropriate Research Tools. In Proceedings of the 19th Conference of the European Second Language Association, Cork, 2–5 September 2009.

[136] Hassanzadeh, M., Ranjbar, M., 2022. A Mixed Methods Approach to Exploring Grammar Learning Strategies in Self-Regulation Task Phases: Evidence from Grounded Theory and Regression Analysis. Language Teaching Research. 13621688221090825. DOI: https://doi.org/10.1177/13621688221090825

[137] Nakachi, K., 2021. Grammar Learning Strategy Use by English-Major University Students: An Investigation with Grammar Learning Strategy Inventory (GLSI). Nagoya JALT Journal. 2(1), 53–70. DOI: https://doi.org/10.37546/JALTCHAP.NAGOYA2.1-3

[138] Pawlak, M., Kiermasz, Z., 2018. The Use of Language Learning Strategies in a Second and Third Language: The Case of Foreign Language Majors, Studies in Second Language Learning and Teaching. 8(2), 427–443. DOI: https://doi.org/10.14746/ssllt.2018.8.2.11

[139] Plonsky, L., 2011. The Effectiveness of Second Language Strategy Instruction: A Meta-Analysis. Language Learning. 61(4), 993–1038. DOI: https://doi.org/10.1111/j.1467-9922.2011.00663.x

[140] Cohen, A., Pinilla-Herrera, A., 2009. Communicating Grammatically: Constructing a Learner Strategies Website for Spanish, A new look at language teaching and testing: English as subject and vehicle. 63–83.

[141] Pawlak, M., 2017. The Role of Autonomy in Learning and Teaching Foreign Language Grammar, Autonomy in Second Language Learning: Managing the Resources. Pawlak, M., Mystkowska-Wiertelak, A., Bielak, J., (Eds.). Springer International Publishing: Cham, Switzerland. pp. 3–19. DOI: https://doi.org/10.1007/978-3-319-07764-2_1

[142] Hornby, G., Greaves, D., 2022. Metacognitive Strategies. In Essential Evidence-Based Teaching Strategies. Springer: Cham, Switzerland. pp. 95–104. DOI: https://doi.org/10.1007/978-3-030-96229-6_7

[143] Kurdi, A., Latief, M., Astuti, U., 2021. Undergraduate Students’ Metacognitive Awareness and Grammar Achievement. Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan. 6, 55. DOI: https://doi.org/10.17977/jptpp.v6i1.14382

[144] Perkins, D., 1992. Smart Schools: Better Thinking and Learning for Every Child. Free Press: New York, NY, USA.

[145] Dardjito, H., 2019. Students’ Metacognitive Reading Awareness and Academic English Reading Comprehension in EFL Context. International Journal of Instruction. 12(4), 611–624. DOI: https://doi.org/10.29333/iji.2019.12439a

[146] Takallou, F., 2011. The Effect of Metacognitive Strategy Instruction on EFL Learners’ Reading Comprehension Performance and Metacognitive Awareness. Asian EFL Journal. 13(1), 272–300.

[147] Tok, H., Özgan, H., Döş, B., 2014. Assessing Metacognitive Awareness And Learning Strategies As Positive Predictors For Success In A Distance Learning Class/Uzaktan Eğitim Sınıfında Başarının Pozitif Yordayıcısı Olarak Bilişötesi Farkındalık Stratejisi Ve Öğrenme Stratejilerinin Değerlend, Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi. 7(14), 123–134.

[148] Robillos, R.J., 2023. Exploring Translanguaging during Metacognitive Strategy Use on L2 Listening and Writing Skills. Journal of Languages and Education. 9(3), 110–128. DOI: https://doi.org/10.17323/jle.2023.14329

[149] Jarrah, H.Y., Alwaely, S., Alkhasawneh, T., et al., 2023. The Influence of Metacognitive Strategies Training on the Writing Performance in United Arab Emirate. In: Alshurideh, M., AlKurdi, B.H., Alzoubi, H.M., et al., (Eds.). The Effect of Information Technology on Business and Marketing Intelligence Systems. Springer International Publishing: Cham, Switzerland. pp. 501–518. DOI: https://doi.org/10.1007/978-3-031-12382-5_27

[150] Duan, L., 2015. Study on Effective Reading Strategies of Web-Based Autonomous Learning. In: Wang, Y., Xu, H., (eds.)., Proceedings of the 12th International Conference on Innovation and Management. Wuhan Univ Technology Press: Wuhan, China. pp. 1252–1256.

[151] Fajaryani, N., Mukminin, A., Hidayat, M., et al., 2021. Cultural Capital and Argumentative Writing in English: Challenges and Strategies Used by EFL Student Teachers. The Qualitative Report. 26(10), 3029–3045. DOI: https://doi.org/10.46743/2160-3715/2021.4784

[152] Xu, Y., Buckingham, L., 2024. Adaptation to Emergency Remote Teaching: An ESOL Course for Older Chinese Learners. Open Learning. 39(1), 20–36. DOI: https://doi.org/10.1080/02680513.2021.1967116

[153] Abdualhassan, M., Hussein, A., Abdul-Settar, R., 2025. THE INVESTIGATION OF GRAMMAR LEARNING STRATEGIES AMONG IRAQI EFL LEARNERS. Journal of Teaching English for Specific and Academic Purposes. 12(3), 677–691. DOI: https://doi.org/10.22190/JTESAP240919051A

[154] Al-Othman, A.A.-A.M., 2024. EFL Students Develop Cognitive and Metacognitive Self-Regulated Writing Strategies Using Automated Feedback: A Case Study. Theory and Practice in Language Studies. 14(5), 1525–1536. DOI: https://doi.org/10.17507/tpls.1405.26

[155] Lapo, C., Guanuche, A., 2024. Metacognitive Strategies in Learning English Grammar for A1 Level Students, Opportunities and Risks in AI for Business Development: Volume 1. Alareeni, B., Elgedawy, I. (eds.). Springer Nature Switzerland: Cham, Switzerland. pp. 401–411. DOI: https://doi.org/10.1007/978-3-031-65203-5_36

[156] Nováková, Z., 2023. Making Students Responsible for Grammar Learning: A Report on a Learner-Centered Technique Aimed at Accuracy. Theory and Practice of Second Language Acquisition. 9(1). DOI: https://doi.org/10.31261/TAPSLA.11512

[157] Huang, Y., Zhang, L.J., 2022. Facilitating L2 Writers’ Metacognitive Strategy Use in Argumentative Writing Using a Process-Genre Approach. Frontiers in Psychology. 13. DOI: https://doi.org/10.3389/fpsyg.2022.1036831

[158] Bozorgian, H., Fallahpour, S., Muhammadpour, M., 2022, Grammar Instruction to Young Adolescents at Lower Proficiency Levels Through Metacognitive Intervention. Language Related Research. 13(3), 315–344. DOI: https://doi.org/10.52547/LRR.13.3.13

[159] Chen, W., Ren, W., 2022. Educating L2 Learners about Collaborative Writing: Exploring the Relationship between Knowledge of Collaborative Writing and Writing Products, Language Awareness. 31(3), 371–391. DOI: https://doi.org/10.1080/09658416.2021.1969403

[160] Mistar, J., Zuhairi, A., 2020. Grammar Learning Strategies across Individual Differences and Their Relationship with Grammar Mastery. Asian EFL Journal. 27(21), 89–111.

[161] Boyoung, K., Ahn, K., 2020. Effects of Writing Lessons Using Graphic Organizers on English Learners Writing Abilities, Meta-Cognitive Strategies, and Affective Aspects. Korean Journal of English Language and Linguistics. 2020(20), 307–334. DOI: https://doi.org/10.15738/kjell.20..202008.307

[162] Phakiti, A., 2016. Test Takers’ Performance Appraisals, Appraisal Calibration, and Cognitive and Metacognitive Strategy Use. Language Assessment Quarterly. 13(2), 75–108. DOI: https://doi.org/10.1080/15434303.2016.1154555

[163] Peklaj, C., Pecjak, S., 2011. Emotions, Motivation and Self-Regulation in Boys and Girls Learning Mathematics. Psiholoska Obzorja. 20(3), 33–58.

[164] Kleinman, S.N., Waber, D.P., 1994. Prose Memory Strategies of Children Treated for Leukemia: A Story Grammar Analysis of the Anna Thompson Passage. Neuropsychology. 8(3), 464–470. DOI: https://doi.org/10.1037/0894-4105.8.3.464

[165] Newby, R.F., Caldwell, J.A., Recht, D.R., 1989. Improving the Reading Comprehension of Children with Dysphonetic and Dyseidetic Dyslexia Using Story Grammar. Journal of learning disabilities. 22(6), 373–380. DOI: https://doi.org/10.1177/002221948902200609

[166] Stephen, S., Pradheep Singh, X., 2010. Learning Grammar Autonomously through Metacognitive Strategies: An Experiment. Journal of NELTA. 15, 146–150. DOI: https://doi.org/10.3126/nelta.v15i1-2.4620

[167] Badawy, M., 2012. Metacognitive Strategies and Grammar Learning Using a Suggested Metacognitive Strategy Training on Improving Grammar Achievement of EFL Engineering Students. LAMBERT Academic Publishing: Mitte Saarbrücken, Germany.

[168] Nivetha, P., Srinivasan, R., 2024. Twenty-First Century Approaches to Metacognition and Its Impact on ELT – A Review of Indian Doctoral Theses. International Journal of Learning, Teaching and Educational Research. 23(5), 239–256.

[169] Gimeno, V.V., 2003. Grammar Learning Through Strategy Training: A Classroom Study on Learning Conditionals Through Metacognitive and Cognitive Strategies. Universitat de València: Valencia, Spain.

[170] Fard, F.E., The Effect of Cognitive and Metacognitive Strategy-Based Grammar Instruction On.

[171] Pawlak, M., Oxford, R.L., 2018. Conclusion: The Future of Research into Language Learning Strategies, Studies in Second Language Learning and Teaching. 8(2), 525–535. DOI: https://doi.org/10.14746/ssllt.2018.8.2.15

[172] Trendak, O., 2015. Exploring the Role of Strategic Intervention in Form-Focused Instruction. Springer International Publishing: Cham, Switzerland. DOI: https://doi.org/10.1007/978-3-319-12433-9

Downloads

How to Cite

Palraj, N., & R, S. (2025). From Theory to Practice: Exploring Metacognition and Its Role in Grammar Learning. Forum for Linguistic Studies, 7(4), 527–546. https://doi.org/10.30564/fls.v7i4.8659

Issue

Vol. 7 , Iss. 4 (April 2025)

Article Type

Article

License

Copyright © 2025 Nivetha Palraj, Srinivasan R

Creative Commons License

This is an open access article under the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) License.