Maja P. Stanojević Gocić, Sanja N. Vujnović, Jelena R. Ratković Stevović

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Metacognition is most broadly defined as higher order thinking process which presupposes active control over the cognitive processes engaged in learning. The teachers are not the only ones who should address the learning issues in the classroom, the learners should also be geared toward being aware of the thinking process as this will help them prepare in making conscious decisions about what they can do to improve their learning. Metacognition, the ability to think about one’s own thinking processes, plays a crucial role in empowering students to effectively retrieve and deploy strategies they have learned in specific contexts and apply them to other situations. When students engage in metacognitive practices, they gain a deeper understanding of how they learn, which enhances their overall learning experience and academic performance. The main objective of such attempts is to allow students to become more aware of their preferred learning strategies and to help them become more responsible for meeting their own objectives.

The aim of the cross-sectional study is to investigate metacognitive strategy awareness in the context of EAP vocabulary development. Specifically, the research aims to assess the level of metacognitive strategy awareness among English learners. By employing a quantitative research approach and utilizing a questionnaire to survey 54 students of English Language and Literature at the Faculty of Philosophy in Kosovska Mitrovica, the study aims to provide an understanding of metacognitive strategy awareness in EAP vocabulary development at the tertiary level of education.


metacognition, vocabulary development, EAP, learning strategies, higher education

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