A review of research into metacognitive strategies in the process of education: teaching and learning of english skills

Metacognition has been an area of interest to educational researchers for more than 40 years. A large body of literature exists on this topic, both theoretical and empirical. However, there are few studies that summarize specific instructional practices for improving students’ capacity for metacognitive thinking. Similarly, there is a dearth of evidence showing how specific practices are implemented to affect student achievement. This review addresses gaps in these areas by identifying instructional approaches in the empirical literature that promote metacognitive thinking in primary and secondary student populations using analytical literature review methods. The review of empirical studies is considered as an important aspect of any research. It is a fact that review of past knowledge and studies will helps us equip ourselves for the present. A review of related studies helps the Investigator to eliminate the duplication of what has been done so far, review of literature is an essential component of a research process. For the purpose of the study, the literature regarding metacognition has been reviewed to ascertain whether metacognitive process has been found to be associated with improved student outcomes in the secondary school setting.