(Episode 4) Metacognition – Beyond Reflection at the End of English Language Lessons
Listen to Episode 4 of the ELiS Podcast, where educators explore how metacognition goes beyond end-of-lesson reflection in English Language classrooms.
Last updated 9 September 2026
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In this episode, we feature Dr Christine Goh, NTU President's Chair Professor in Education, English Language and Literature Department, National Institute of Education, NTU; Miss Margaret Teo, Senior Teacher of English Language at Pei Hwa Presbyterian Primary School; and Mr Colin Sim, Head of Department for English Language and Literature at Yusof Ishak Secondary School. Christine, Margaret and Colin explore with Mr Cedric Leong, Principal Master Teacher, the question: “Is metacognition more than reflection?”. They discuss how metacognitive processing can be encouraged and made audible and visible in the pre-, while-, and post-phases of lessons in the English Language classroom. They also explore practical approaches and strategies for building the metacognitive ability of students as they perform language tasks in the various areas of language learning, and how these can be supported and enhanced through the use EdTech and AI.
Further readings on metacognition in language learning
Topic | Further Readings |
Metacognition | Flavell, J.H. (1976). Metacognitive aspects of problem solving. In L.B. Resnick (Ed.), The Nature of Intelligence (pp. 231-235). Lawrence Elbaum Associates. |
Metacognition in Language Learning and Teaching | Goh, C. C. M. (2014). Reconceptualising second language oracy instruction: Metacognitive engagement and direct teaching in listening and speaking. The Asian Journal of English Language and Pedagogy, 2, 1-31. |
Goh, C. C. M. & Burns, A. (2012). Teaching Speaking: A Holistic Approach. Cambridge University Press (Chapters 6 and 11). | |
Goh, C. C. M. & Vandergrift, L. (2022). Teaching and Learning Second Language Listening: Metacognition in Action (2nd Edition). Routledge (Chapters 5, 6 and 7). | |
Teng, M. F. (2025). Metacognition in language teaching. Cambridge University Press. | |
Haukas, A. (2018). Metacognition in language learning and teaching: An overview. In A. Haukas, C. Bjorke, & M. Dypedahl (Eds.), Metacognition in Language Learning and Teaching (pp. 11-30). Routledge. | |
Tay, L. Y., Chong, S. K., Ho, C. F., & Begum, A. T. (2020). A Review of metacognition: Implications for teaching and learning. NIE Working Paper Series No. 17, Office of Educational Research, NIE, NTU. | |
Curiosity | Peterson, E. G. (2020). Supporting curiosity in schools and classrooms. In Current Opinion in Behavioural Sciences, 35:7-13. |
Self-regulation | Scoular, C., Teo, I., Heard, J., & Wardell, A. (2025). Self-regulation: Skill development framework. The Australian Council for Educational Research Ltd. |
Related Singapore Teaching Practice (STP) Pedagogical Practices | STP Pedagogical Practice: Promoting Self-regulated Learning |
Published 28 October 2025