In recent years, metacognitive competence – learners’ ability to reflect on, regulate, and adapt their ownthinking – has become a central concern in English as a Foreign Language (EFL) education. With the rapid integration ofArtificial Intelligence (AI) technologies in language classrooms, new opportunities have emerged to support metacognitivegrowth 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 metacognitiveskills – planning, monitoring, and evaluating – among EFL learners. It examines theoretical models, empiricalstudies, and pedagogical frameworks, highlighting both the benefits and risks of AI use. While AI can act as a “digitalmirror” that enhances self-awareness and learner autonomy, concerns around over-reliance, ethical design, and unequalaccess remain significant. The article concludes with recommendations for integrating AI into EFL pedagogy in ways thatsupport learner agency, critical reflection, and long-term cognitive development
| Mualliflar | Ruzieva , Maftuna |
|---|---|
| Jurnal | Мактабгача ва мактаб таълими |
| Nashr sanasi | 2025-07-01 |
| Jild | 3 |
| Son | 7 |
| Til | Ingliz |
| DOI | 10.5281/zenodo.15812090 |
DOI: 10.5281/zenodo.15812090 · Maqolaning asl sahifasi
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.
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