افاق للعلوم
Volume 11, Numéro 1, Pages 83-98
2026-01-15
Exploring Efl Teachers' Roles In Metacognitive Writing Instruction
Authors : Bousbaa Samira . Chelli Saliha .
Abstract
The present article seeks to examine the pivotal roles EFL teachers play in fostering metacognitive awareness and writing development among their students. Drawing on recent research findings, they highlight teachers’ metacognitive awareness, their instructional practices, and their influence on students’ writing performance. The review of the literature indicates that EFL teachers act as facilitators, models of metacognitive thinking, scaffolders, motivators, and feedback providers. However, teachers still encounter challenges such as limited professional development opportunities and curriculum constraints. The paper concludes by advocating for sustained institutional support and targeted training to empower EFL teachers in effectively implementing metacognitive writing instruction.
Keywords
EFL teachers' roles ; Metacognitive awareness ; Metacognitive strategies ; Metacognitive writing instruction ; Writing process
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