ABSTRACT

This chapter reports an action-research study that investigated how the development of meta-learning capacity can be encouraged. It includes consideration of the principles for designing and implementing a meta-learning programme, their corresponding practices, and their effects. It concludes with some reflections on the teacher's role as tutor and facilitator in this programme. The meta-learning programme was an EFL elective course designed to equip students to cope with difficult and demanding learning situations and develop their academic independence. The principles behind the pedagogical practices in this programme were based on a theoretical framework that draws on the philosophy of experience and on social constructivist and emancipatory pedagogies. After implementation, the changes in students' meta-learning capacity were analysed through qualitative content analysis of their reflective journal entries and interview transcripts. The teacher's reflections provide implications for teacher change and development.