Metacognition is a seemingly intricate yet intriguing concept that necessitates an individual’s active participation in planning, monitoring, and assessing their own understanding and performance. Despite its merits, the topic of metacognition in connection with English as a Foreign Language (EFL) learning and teaching has been underexplored in Vietnamese context. Through quantitative analyses, this study aims to explore the relationship between metacognitive awareness and English proficiency amongst Vietnamese undergraduate students. Data was obtained from 60 participants from diverse universities in Vietnam via a questionnaire, in which they were asked to self-report their most recent IELTS scores and complete the bi-dimensional 19-item Metacognitive Awareness Inventory (MAI) that gauged individual’s understanding of their own cognitive processes. The study revealed a significant, albeit modest, relationship between metacognitive awareness and English language proficiency among Vietnamese EFL university students, particularly through knowledge of cognition (KOC). However, regulation of cognition (ROC) did not significantly predict proficiency.
PLEASE NOTE: You must be a member of the University of Lincoln to be able to view this dissertation. Please log in here.