Confronting metacognitive awareness in university studies
ENWith the emergence of communicative methodologies and in a world with an abundance of resources to get access to, the metacognitively awaie learner who can take control of his learning and knows how to learn with the support of his teacher has become the core of attention. Learners with metacognitive awareness have special behaviors such as setting realistic and reachable goals, selecting effective methods and techniques as well as being active and curious in various stages of learning from planning to assessment and being good at problem-solving. A learner with metacognitive awareness is socialized person. In fact, metacognitive awareness teaching is not individualized instruction with absolute freedom of learners. It is a social process whereby all people in the class are considered and teachers share the learning responsibility with students without any fear of losing their authority. Moreover, metacognitive awareness is not innate and required to be taught formally. Learner and teacher metacognitive awareness are interdependent, teachers who desire to foster metacognitive awareness in the classroom should commence with themselves and reflect on their own beliefs, practices, and perspectives in this regard. As Willis (2011) stressed that it is crucial to get access to lecturers’ beliefs about their students’ level of metacognitive awareness and their related practices in the classes. [...].
