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This study investigates English language teachers’ metacognitive awareness and their use of metacognition in Bhutan through a mixed-method design. A self-report questionnaire collected quantitative data from 42 teachers across ten schools in Thimphu. Classroom observation and interviews provided qualitative insights from 10 purposively selected teachers.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/metacognition-in-teaching-of-english-language-teachers-in-bhutanese-secondary-schools/594148/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/metacognition-in-teaching-of-english-language-teachers-in-bhutanese-secondary-schools/594148.png","ImageObject",300,407,{"name":92,"@type":93},"Kurz","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-24","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the study address about metacognition in language teaching?","Question",{"text":112,"@type":113},"The study addresses the lack of knowledge about teachers’ awareness of their own metacognition and how they process cognition during teaching.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was data collected in this research?",{"text":117,"@type":113},"Quantitative data were collected using a self-report questionnaire from 42 English language teachers in ten schools in Thimphu. Qualitative data came from one classroom observation and two semi-structured interviews with 10 teachers selected purposively.",{"name":119,"@type":110,"acceptedAnswer":120},"What do the findings suggest about English teachers’ metacognitive processes?",{"text":121,"@type":113},"Teachers showed high awareness of their metacognition, and the interplay of metacognitive facets was observed. However, their thought processes and actions also displayed both metacognitive and non-metacognitive properties, indicating a need for professional development.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594148,1792116602,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":46,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":31},2336478945635,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Metacognition in Teaching of English Language Teachers in Bhutanese  \nSecondary Schools  \nYeshi Moktan  \nSomruedee Khongput  \nPrince of Songkla University, Thailand  \nAbstract: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.  \nTwo 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.  \nSubsequently, qualitative data were collected through one classroom observation and two semi-structured interviews with 10 teachers  \nselected purposively. The findings revealed that the teachers were  \nhighly aware oftheir metacognition, and the interplay oftheir  \nmetacognition facets was observed. However, teachers ’ thought  \nprocesses and actions exhibited both metacognitive and not  \nmetacognitive properties. This suggests room for professional  \ndevelopment programs to enhance Bhutanese English language  \nteachers ’ existing metacognitive knowledge and skills.  \nIntroduction  \nEnglish as a foreign or second language (EFL/ESL) plays an important role in the Bhutanese education system. Being a medium of instruction and the language of curricula makes it stand out in the region of South and Southeast Asia (LaPrairie, 2014) . Teaching and learning of English as a second or foreign language in the Bhutanese education system is closely guided by the English Curriculum Framework (Ministry of Education, 2005) and The Silken Knot: Standards for English for Schools (Centre for Education Research and Development, 2002), a guiding framework comprising a set of standards and level of indicators for all schools to follow. Although metacognitive teaching and learning are not explicitly visible in the current curricula, certain aspects of metacognition, such as fostering learners’ self-regulation, developing students' repertoires of strategies, and promoting student-centeredness are present as learning objectives in the aforementioned documents. Bhutanese education also recognizes the importance of promoting and enhancing the magnitude of children’s metalinguistic awareness (Ministry of Education, 2009) .  \nExamination of the English language goals and their nuances in the Bhutanese education system indicates that English language teachers are required to incorporate various teaching methods and strategies in their repertoire to create a learning environment to foster independent, reflective, and interactive learning (Greenwood & Simpson, 2010; Ministry of Education, 2020). This demand requires teachers to teach content knowledge and promote learners’ metacognition, an attribute possessed by successful L2 learners (e.g., Cross, 2010) .  \nHowever, teachers regularly encounter unpredictable situations and circumstances due to the dynamic variabilities of their teaching environment, including self and students (Borg, 2006; Duffy et al., 2009; Fairbanks et al., 2009) . They may find what worked for one situation may not necessarily work in another (Hartman, 2001; Hiver et al., 2019); hence, teaching is both a cognitive process demanding conscious awareness and a social endeavor (Hiver & Whitehead, 2018; Lin et al., 2005) . L2 teachers should constantly self-regulate themselves and their instructional practice whenever they are in dilemma-ridden situations (Duffy, 2008), exercising their metacognitive process.  \nLiterature reveals teacher metacognition can lead to successful encouragement of learners to become metacognitive (e.g., Hiver & Whitehead, 2018; Hiver et al., 2021); however, more studies are still necessary to study the extent of teachers’ metacognitive awareness and the use of metacogniti","cbCaihyVruy1dV9T","https://ap.wps.com/l/cbCaihyVruy1dV9T","pdf",357053,"English","# Abstract\n# Introduction\n# Teacher Metacognition","[{\"question\":\"What problem does the study address about metacognition in language teaching?\",\"answer\":\"The study addresses the lack of knowledge about teachers’ awareness of their own metacognition and how they process cognition during teaching.\"},{\"question\":\"How was data collected in this research?\",\"answer\":\"Quantitative data were collected using a self-report questionnaire from 42 English language teachers in ten schools in Thimphu. Qualitative data came from one classroom observation and two semi-structured interviews with 10 teachers selected purposively.\"},{\"question\":\"What do the findings suggest about English teachers’ metacognitive processes?\",\"answer\":\"Teachers showed high awareness of their metacognition, and the interplay of metacognitive facets was observed. However, their thought processes and actions also displayed both metacognitive and non-metacognitive properties, indicating a need for professional development.\"}]","Metacognition in Teaching of English Language Teachers in Bhutanese Secondary Schools | PDF",1792078618]