Metacognitive Strategy Instruction in L2 Reading: A Systematic Review of Research Trends (2015–2024)
DOI:
https://doi.org/10.53286/arts.v7i4.2858Keywords:
Metacognitive strategies, second language reading, reading awareness, executive functionsAbstract
This systematic review examined studies on Metacognitive Strategy Instruction (MSI) in Second Language (L2) reading conducted between 2015 and 2024. The study aimed to identify key theoretical and pedagogical frameworks associated with MSI and to evaluate how these frameworks enhance learners’ abilities to plan, monitor, and evaluate their comprehension. Adhering to the PRISMA 2020 guidelines, forty-two intervention studies conducted in English as Foreign Language (EFL) contexts were systematically analysed. The findings revealed a notable transition from conventional, teacher-cantered approaches to hybrid instructional models that integrate explicit teaching with learner autonomy, facilitated by digital tools. This hybrid approach was found to be the most effective for promoting the transfer and long-term retention of metacognitive skills. However, research involving learners from non-Latin language backgrounds, such as Arabic and Mandarin, remains limited. The results also highlighted the significant role of executive functions, particularly working memory and cognitive load, in determining the success of MSI. In conclusion, the review recommends that culturally responsive, technology-enhanced, and cognitively informed pedagogical frameworks be integrated into teacher training programs to promote reflective practice, learner autonomy, and self-regulation in L2 reading classrooms.
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