Journal Article

Metacognitive Practices in Saudi EFL Classrooms: A Glaserian Grounded Theory Approach

Nordin, Zaimuariffudin Shukri, Ahmed, Ejaz

2026

Overview

This study investigates Saudi Arabian English as a foreign language (EFL) teachers' preferences for metacognitive strategy instruction and the factors influencing its classroom implementation. Utilizing a Glaserian grounded theory approach to develop a theoretical model, the research adopted a qualitative methodology. Data collection involved video-recorded observations of three teachers, followed by semi-structured interviews integrating stimulated recall, and subsequent data verification. Findings revealed that the integration of specialized EFL teacher education with strategic pedagogical practices directly nurtures autonomous learning skills in EFL learners. The study identified effective classroom management and an adaptable pedagogical approach as two main factors critically impacting this process.

• Publisher: National University of Modern Languages, Faculty of Social Sciences
• Subject: Classroom management / Classrooms / Cognition & reasoning / Conflicts of interest / Data collection / Education / Educational objectives / English as a second language / English as a second language instruction / English teachers / Foreign language learning / Grounded theory / Knowledge / Learning / Metacognition / Pedagogy / Qualitative research / Research methodology / Second language teachers / Students / Teacher education / Teachers / Teaching / Verification