THE ROLE OF METACOGNITIVE STRATEGIES IN DEVELOPING ENGLISH LANGUAGE LEARNING SKILLS AMONG 8TH–9TH GRADE PUPILS

Abstract

Abstract: The development of effective English language learning skills among secondary school pupils requires not only linguistic knowledge but also learners’ awareness of how they learn. Metacognitive strategies enable learners to understand, regulate and evaluate their own learning processes. This article examines the role of metacognitive strategies in developing English language learning skills among 8th–9th grade pupils. The study adopts a qualitative and methodological approach and focuses on three major dimensions of metacognitive regulation: planning, monitoring and evaluation. Particular attention is given to the application of metacognitive strategies in reading, listening, speaking, writing, vocabulary acquisition and grammar learning. The article argues that explicit instruction in metacognitive strategies can help pupils identify learning goals, select appropriate strategies, monitor their comprehension and performance, recognize difficulties and reflect on their progress.