Empowering Learners through the Application of Metacognition in English as a Foreign Language (EFL) Writing

Despite pedagogical and theoretical innovations in English language teaching, many Chinese students from primary to tertiary levels still rely on spoon-feeding and lack learner autonomy. Additionally, most studies have focused on classroom settings, making research exploring students' English learning beyond the classroom, particularly in relation to Flavell's (1979) metacognition theory and Benson's (2011) learner autonomy theory, all the more valuable. Due to the pedagogical imperative of learner autonomy theory, practicality and research in this area remain paramount (Reinders & Benson, 2017). This article argues that metacognition facilitates learner autonomy by reviewing the literature on learner autonomy, metacognition theory, and the use of metacognition in English as a Foreign Language (EFL) writing. Specifically, it contends that metacognitive knowledge and strategies positively impact EFL students' writing performance, enhancing their learner autonomy.