The role of metacognition in the learning of English as a foreign language

Abstract

In Thailand, university students are required to achieve a pass in English language to obtain a degree level qualification. This exit exam-exam policy is a barrier for students who have less competency in English as a Foreign Language (EFL). This EdD study designed an intervention and evaluation for assessing the impact of meta-cognition training for university students in Thailand, targetting improvement in English listening skills. Proficiency in English for academic purpose is an essential requirement, and the lack of evidence base in teaching English is a major gap. The study conducted a systematic review, developed the intervention, and conducted an evaluation. The chapter also describes the views of teachers and students concerning the intervention, and explains the implications for English teaching practice.