Fostering Metacognitive Skills in Efl Learners Through Ai-Supported Instruction: a Review of Recent Literature
DOI:
https://doi.org/10.5281/zenodo.15812090Ключевые слова:
Metacognition, Artificial Intelligence in education, EFL learners, Self-regulated learning, AI-assisted language learning, Reflective learning, Intelligent tutoring systems, Learning analytics dashboards, Meta-learning strategies, Digital pedagogy.Аннотация
In recent years, metacognitive competence – learners’ ability to reflect on, regulate, and adapt their own
thinking – has become a central concern in English as a Foreign Language (EFL) education. With the rapid integration of
Artificial Intelligence (AI) technologies in language classrooms, new opportunities have emerged to support metacognitive
growth through tools such as adaptive learning platforms, intelligent feedback systems, and AI-driven reflective prompts.
This literature review synthesizes recent research (2021–2025) on how AI-supported instruction can foster core metacognitive
skills – planning, monitoring, and evaluating – among EFL learners. It examines theoretical models, empirical
studies, and pedagogical frameworks, highlighting both the benefits and risks of AI use. While AI can act as a “digital
mirror” that enhances self-awareness and learner autonomy, concerns around over-reliance, ethical design, and unequal
access remain significant. The article concludes with recommendations for integrating AI into EFL pedagogy in ways that
support learner agency, critical reflection, and long-term cognitive development
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