ABSTRACT
The focus of this chapter is on the theoretical underpinning of metacognition, with a particular focus on metacognitive knowledge. I first define metacognition and its different components (e.g., metacognitive experience, metacognitive awareness, self-regulation). I then justify the focus on metacognitive knowledge and explain its importance in second and foreign language learning, especially writing. Based on a review of the literature, a metacognitive knowledge framework is proposed which serves as the conceptual framework for the present study. The chapter ends with the introduction of research questions which are about the metacognitive knowledge systems of three types of EFL Grade 7 learners (students with high, average, and low English proficiencies).
