The Open Access version of this book, available at https:
//www.taylorfrancis.com/books/e/9781351049139, has been made available
under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0
license.**
This volume offers an exhaustive look at the latest research on
metacognition in language learning and teaching. While other works have
explored certain notions of metacognition in language learning and
teaching, this book, divided into theoretical and empirical chapters,
looks at metacognition from a variety of perspectives, including
metalinguistic and multilingual awareness, and language learning and
teaching in L2 and L3 settings, and explores a range of studies from
around the world. This allows the volume to highlight a diverse set of
methodological approaches, including blogging, screen recording
software, automatic translation programs, language corpora, classroom
interventions, and interviews, and subsequently, to demonstrate the
value of metacognition research and how insights from such findings can
contribute to a greater understanding of language learning and language
teaching processes more generally. This innovative collection is an
essential resource for students and scholars in language teaching
pedagogy, and applied linguistics.