Metacognition in EFL Reading

This chapter proposes a need for the longitudinal development of metacognition in reading among young English as foreign language learners. While prior research has primarily focused on cognitive aspects, this chapter emphasizes the necessity of tracking metacognitive knowledge within broader sociocultural realities over time. A review of theoretical perspectives highlights the dynamic, interactive nature of reading as a metacognitive process, distinguishing skilled from unskilled readers by their use of strategic knowledge and self-regulation. However, the longitudinal trajectory of metacognitive development remains underexplored, particularly regarding how these skills evolve and interact with vocabulary knowledge and instructional practices. This chapter provides methodological guidance for designing longitudinal studies, including considerations for research design, data collection, and analysis. By addressing critical methodological challenges, this chapter can inform effective educational practices, supporting the long-term development of independent, strategic readers.