Investigating Teachers’ And Learners’ Metacognitive Awareness And Effective Practice: University Students As A Sample

Abstract

The current paper purports itself to investigate teachers’ and learners’ metacognitive skills awareness and effective classroom practice. In fact, these skills are acknowledged to be key competences in a learning process, for they endow learners with skills for organizing, guiding, controlling and regulating one’s own thinking, actions and learning processes. Thus, educators are persistently urged to provide learners not only with subject contents, but with analytical skills and autonomous learning to be at the helm of their own learning process, executing learning tasks more effectively. To conduct this study, a mixed method has been used to attempt to ascertain awareness and effective practice of such skills throughout the teaching/ learning process. Besides, the targeted population consisted of 40 teachers and 100 students from different levels. The findings revealed that all learners are unaware of these skills, whereas teachers seem to be to some extent conscious of them but not enough to implement them in their classroom practicum.