Metacognition in students who study english as a foreign language

Abstract

Metacognition, as part of the constructivist approach, allows positioning strategic thinking of students in order to learn in a meaningful and proactive way. The literature recognizes its applicability in foreign language learning processes, so methodological strategies in that sense are useful, by enhancing the development of language skills and competencies in the phases of metacognitive knowledge and self-regulation. The aim of the present work was to define the usefulness of metacognitive strategies in students of English as a foreign language. A bibliographic search on the subject was developed, analyzing 43 current scientific sources, which allowed to recognize its high level of applicability. However, it was considered that despite the efforts documented in the literature consulted, it is necessary to continue strengthening the role of students and teachers in the application of this approach, which will help to reduce the historical gap in bilingualism in developing countries.