by Katherine Reilly, ELT Author & Teacher Trainer
Author’s Note: The main inspiration for this article came after witnessing a plethora of articles floating around, mainly produced by AI. Have we completely lost our capacity to produce original materials? What of our ability to contemplate and critically assess tasks? I genuinely believe we have become passive recepients of information – not knowledge – and the need to ‘reignite’ our prefrontal cortexes is more prevalent than ever. I mean no disrespect to well-established colleagues; on the contrary, this article serves as a sharp reminder of the precarious path we face if we do not take immediate action and inspire our learners alike. Enter metacognition: education’s last hope?
I guess you’re all sick and tired of reading every new “educational revolution” embedded in endless online articles on how to enhance and facilitate the learning experience of our students. Is it truly feasible to acknowledge and integrate every innovation into our classes while also reaping the benefits – assuming there are any? And who am I to stir the waters of our esteemed yet “flawless” clubhouse of English-language provision? Why, the nerve and audacity!
Yes, I do admit I’m placing a target on my back with such exasperating claims. I can literally hear my colleagues and trainees barking at me right now as I type this article. What’s the purpose of provoking the wrath of pioneers who set the standards by introducing us to well-established methods and approaches to language teaching? Not to mention that by making such claims, I, too, am lecturing in the same light. Fear not my disgruntled colleagues! There is purpose and logic behind my bold – almost provocative – claims.
As you just noticed, I used the em dash – a feared punctuation mark favored by AI since its conception. Its inclusion infers unorthodox and dishonest use of the AI mechanism, implying that the writer in question is untrustworthy and does not deserve the praise their literary work commands. For years, I’ve been meticulously compiling articles on our profession – punctuation being my obsession – partly due to my OCD, yet also tied to my insecurities and overwhelming desire for perfection to prove my worth to colleagues. Yes, I just included some self-criticism here – something lacking in today’s world. Which leads us to the point of this article…
The human mind is an intricate tool – one that established and prominent scientists have not yet to “crack” (pardon the expression; you do realize I’m speaking metaphorically), as the complexities of neurons and stimuli allude us to a great degree. What we do comprehend, however, is its infinite potential – the potential to evolve and surpass our capabilities in all fields of knowledge. In language learning, the capacity to assess and deliberate over its intricacies, lies firmly rooted in our mental being – in our minds in the literal sense.
It goes without saying that I am utterly disappointed in both learners and educators who forgo the path of evolution, choosing instead to be served “knowledge” on a silver platter. AI and social media exposure are detrimental to any sort of progress humanity has embarked on. Gone are the days when we would immerse ourselves in research and produce papers which, although at times containing minor flaws, were genuine and stood as a testament to our hard work and progression as professionals.
We, the educators, demand our students be prudent when tackling their education. However, we fail to set the example. Admittedly, the title of this article is alluding. It began as a genuine attempt at explaining metacognition – a groundbreaking approach to language learning – with the hopes that it can inspire our students to grasp the essentials of the language and command it. Nonethless, how can we dare ask our students to incorporate metacognition when we ourselves are reluctant to follow suit?
It’s inappropriate to point the finger at colleagues – many of whom have made great strides in the field of ELT – and reprimand them on claims of “laziness” or even infringement. In reality, we live in dubious times. Both students’ and educators’ mental condition conditioning, the passive reception of knowledge information, diminished critical assessment, and – most concerning of all – lack of motivation has led us all down this path. Unfortunately, the majority of students lack the ability to diverge from this preconditioning; we don’t. As the last remnants of a generation born in a time when phones and the internet were non-existent, it’s up to us to show them how to think: more specifically, thinking about thinking.
See what I did? I discretely saved this article from completely going off topic to expanding upon its theme. Enter metacognition: the ability to understand how you learn and to use that awareness to plan, monitor, and improve your learning.
Metacognition can’t be thoroughly expanded upon within the limitations of this article. Besides, our attention span has greatly diminished – for reasons I just explained – meaning you would most likely not read the whole article till its end. Metacognition pertains to a specific mindset: one of doubt, assessment, and critical thought. Students are called upon to tackle a task. The way they do it must be entirely their own prerogative, rather than a pre-determined approach that may not cater to their educational needs.
A reading comprehension task can be assessed in segments. The tasks can be engaged with accordingly. Vocabulary may be assessed via production of written speech or vice versa. Problem-solving can be strengthened through careful planning, monitoring, and evaluation upon completion. Learning can be made intentional, thus building the confidence to do so.
Self-regulation is often cited as the “caretaker” of metacognition. Without it, a student lacks the ability to manage attention, balance emotions, even behavior so as to stay on track. It inspires them to persist during challenges and not abandon their valuable efforts. Time management, organization are key by-products of this ability, as students build calm and consistent learning habits.
Students may wonder: “What is my goal for this task?”, “Which strategy will help me most?”, “Is my strategy of choice working?”, “Do I need to adjust anything”, “What worked well, and what will I try differently next time?” – all valid questions which deem answers the students themselves will provide. Critical judgment is put to the test and the learner will, for the first time, evaluate his own progress; ‘thinking’ about ‘thinking’, to put it simply.
By the way, I’m adding as many em dashes as possible to make a point. Adapting a tool is not the issue – blindly using it with no consideration of how it works is. Much like certain educators who let Chat AI write their articles and then proudly sign them as masterpieces. What’s funny is that some colleagues have completely abolished em dashes; fearing accusations of resorting to AI, when in reality it is this attitude which hinders their progress – and gives them away completely. Do no fret, true believers: those of us who have used em dashes for decades now, must continue to do so proudly!
Anyway, where were we? Oh yes! If you’re still reading this, kudos to you! Be it curiosity or genuine interest in your students’ well-being and professional growth, let’s not forget that we are all accountable for our personal and social development. In our case as educators, we serve as the guiding light of the learning community, helping learners understand the importance of following through with commitments and contributing positively to the class group: a microcosm of society. And yes, metacognition does indeed serve as the triggering mechanism to implement this endeavor. The more students realize why, what, and how they are learning, the more likely they are to grasp control of their own educational journey and prosper.
Thought I went off-topic with this em dash extravaganza? Each one was used deliberately – just like metacognition itself: every reflection on how we think and learn can have a purpose, especially when it’s meant to make you think.
Katherine Reilly 