Abstract
The present study was an attempt to discover the probable effects of EFL teachers’ Metacognitive Awareness (MA) on Iranian EFL learners’ knowledge of grammar and critical thinking ability. The study aimed to see whether or not teachers’ MA can improve language learner’ knowledge of grammar and critical thinking skill. To this end, 100 EFL teachers were selected and completed Metacognitive Awareness Inventory (MAI). Then, 10 teachers with lowest degree of MA and 10 with highest degree of MA were selected to teach 207 intermediate language learners. The learners selected took a grammar tests and a critical thinking ability questionnaire test before and after the treatment. Collecting and analyzing the data, it was revealed that teachers’ MA affected language learners’ knowledge of grammar, while it did not influence the participants’ critical thinking skills. The findings of the present study might be useful for language teachers and teacher trainers.
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