Definition:
Meta-cognitive strategies are deliberate, higher-order techniques by which learners plan, monitor, and evaluate their own learning process — regulating not just what they learn, but how they approach, track, and reflect on their learning. While cognitive strategies operate directly on language material (e.g., elaborating on a word’s meaning, using mnemonics), meta-cognitive strategies operate on the learning process itself: a learner using meta-cognitive strategies might decide which task to prioritize, check whether they are understanding as they listen, or reflect on why their speaking practice is or isn’t producing improvement. Research consistently identifies meta-cognitive strategy use as one of the strongest predictors of successful language learning outcomes.
In-Depth Explanation
The term “meta-cognitive” derives from John Flavell’s (1979) framework distinguishing cognition from metacognition — thinking about thinking. In the SLA literature, meta-cognitive strategies were systematized by Oxford (1990) in her SILL (Strategy Inventory for Language Learning) framework.
Key Meta-Cognitive Strategies
Planning strategies: Setting learning goals, scheduling study time, identifying what resources to use, pre-listening or pre-reading previewing:
- “Before I start the listening task, I’ll read the questions to know what to focus on.”
- “I’ll study vocabulary for 30 minutes, then do grammar exercises.”
Monitoring strategies: Checking one’s own comprehension or production during the learning event:
- “I notice I don’t understand this sentence — I’ll re-read it.”
- “That pronunciation felt wrong — let me try again with the correct stress.”
Evaluation strategies: Post-hoc assessment of how well learning went, identifying gaps, revising plans:
- “I got 60% on the practice test — I need more work on verb conjugation.”
- “My listening was fine but I couldn’t produce the vocabulary in speaking — I need output practice.”
Problem identification: Noticing breakdowns in comprehension or production and diagnosing their source.
Self-management: Arranging conditions for effective learning — finding a quiet environment, securing materials, choosing an appropriate level of difficulty.
Meta-Cognition and the Good Language Learner
Rubin (1975) and Naiman et al. (1978) identified the “good language learner” as someone who actively manages their own learning — a characterization that heavily emphasizes meta-cognitive strategy use. Good language learners monitor comprehension, evaluate their own production, set realistic goals, and adjust methods when progress stalls.
Teaching Meta-Cognitive Strategies
Strategy instruction is most effective when:
- Strategies are explicitly named and explained (not just modeled)
- Learners practice using them in authentic tasks
- Learners reflect on how the strategy worked
- Transfer across tasks and contexts is explicitly encouraged
Research (Chamot, O’Malley; Oxford) finds that strategy training improves learning outcomes, particularly when combined with awareness-raising about why strategies work.
Common Misconceptions
“Meta-cognitive strategies are just studying tips.” They are more systematic than informal tips — they involve consistent self-regulation habits that operate before, during, and after learning events, and that are transferable across tasks. The distinction from cognitive strategies is functionally important for instruction and research.