ABSTRACT
Metacognitive ability is usually considered to fall into one of three categories: metacognitive knowledge, metacognitive monitoring, and metacognitive control. Practical use of metacognitive knowledge, known as “metacognitive activity,” consists of metacognitive monitoring and metacognitive control. Metacognitive control would then involve modifying the comprehension process according to the result of metacognitive monitoring. Metacognitive monitoring and control in the midst of shadowing, as opposed to other tasks such as listening, have to be done automatically and subconsciously. Metacognitive activity supporting our learning mechanisms in various ways has been researched from the perspective of cognitive psychology. In second language (L2) learning, executive working memory (EWM) is more involved in attentional and executive functions – mainly in metacognitive monitoring and control – including perception and self-correction. EWM has been shown to be involved in complex, higher-order interpretation processes in L2 comprehension and production. Monitoring and executive functions are considered to play a crucial role in L2 processing and acquisition.
