” The idea of learning to learn – as well as of metacognition – is widespread today, to the point of being considered one of the key competences needed in our time; however, it is still poorly underst

The gap

Consensus across the literature

Supporting evidence — 3 representative gaps

• Navigating language learning through metalinguistic beliefs: a theoretical exploration informed by multilingual narratives (2026) · doi

  Matters U. (2002). “A change of (Clevedon). in doi: dynamic model of psycholinguistics,” 10.21832/97818535 Hertel, S., and Karlen, Y. (2021). Implicit theories of self-regulated learning: interplay with students’ achievement goals, learning strategies, and metacognition. Br. J. Educ. Psychol. 91, 972–996. doi: 10.1111/bjep.12402 Hiver, P., Zhou, S., Tahmouresi, S., Sang, Y., and Papi, M. (2020). Why stories matter: exploring learner engagement and metacognition through narratives of the L2 learning experience. System 91:102260. doi: 10.1016/j.system.2020.102260 (2024). Theoretical considerations on the Hofer, B., and Spechtenhauser, B. literacy-metacognition nexus: exploring the linguistic-cognitive landscape of young multilingual minds. Brain Sci. 14:979. doi: 10.3390/brainsci14100979 Horwitz, E. (1999). Cultural and situational influences on foreign language learners’ beliefs about language learning: a review of BALLI studies. System 27, 557–576. doi: 10.1016/S0346-251X(99)00050-0 Horwitz, E. K. (1987). “Surveying students beliefs about language learning,” in Learner Strategies in Language Learning, eds. A. Wenden, and J. Rubin (Englewood Cliffs, NJ: Prentice-Hall), 119–129. Ichikawa, J., and Steup, M. (2024).“The analysis of knowledge,” in The Stanford Encyclopedia of Philosophy. Available online at: https://plato.stanford.edu/entries/ knowledge-analysis/ (Accessed November 26, 2025). Jessner, U. (2008). A DST model of multilingualism and the role of metalinguistic awareness. Mod. Lang. J. 92, 270–283. doi: 10.1111/j.1540-4781.2008.00718.x Jessner, U. (2018). “Metacognition in multilingual learning: a DMM perspective,” in Metacognition in Language Learning and Teaching, 1st Edn, eds. Å. Haukås, M. Dypedahl, and C. Bjørke (London; New York, NY: Routledge), 31–47. doi: 10.4324/9781351049146-3 (2017). J. M. and Juanías,

  Keywords: learning metacognition language system model students strategies exploring learner multilingual horwitz beliefs knowledge stanford jessner
• From Cognition, Metacognition to Autonomy: A Framework for Understanding Language Learning Dynamics (2019) · doi

  Although these two constructs, metacognition and learner autonomy, introduced by John Flavell (1979) and Henri Holec (1980s) respectively, have received considerable attention, the close relationship of cognition, metacognition, and autonomy and their impact on language learning as a tripartite framework remain under-researched.

  Keywords: metacognition autonomy constructs learner introduced john flavell henri holec received considerable attention close relationship cognition
• Learnin to learn: grounding the future of education (2022) · doi

  ” The idea of learning to learn – as well as of metacognition – is widespread today, to the point of being considered one of the key competences needed in our time; however, it is still poorly understood and far from being applied as a guiding principle of educational practice in schools.

  Keywords: idea learning learn well metacognition widespread today point considered competences needed time still poorly understood