Australian Journal of Teacher Education
Abstract
Despite numerous studies advocating for metacognitive interventions in day-to-day language instruction, little is known about teachers' awareness of their metacognition and how they process their cognition while teaching. This study aimed to examine English language teachers' metacognitive awareness in the Bhutanese context and their use of metacognition by adopting a mixed-method approach. Two phases of data collection were employed. A self-report questionnaire was used to collect quantitative data from 42 English language teachers from ten schools in Thimphu, Bhutan. Subsequently, qualitative data were collected through one classroom observation and two semi-structured interviews with 10 teachers selected purposively. The findings revealed that the teachers were highly aware of their metacognition, and the interplay of their metacognition facets was observed. However, teachers’ thought processes and actions exhibited both metacognitive and not metacognitive properties. This suggests room for professional development programs to enhance Bhutanese English language teachers’ existing metacognitive knowledge and skills.
Was this research funded?
Yes, research was funded
Recommended Citation
Moktan, Y., & Khongput, S. (2023). Metacognition in Teaching of English Language Teachers in Bhutanese Secondary Schools. Australian Journal of Teacher Education, 48(5). https://doi.org/10.14221/1835-517X.6045