The relationship between efl learners‟ metacognitive strategies, and their critical thinking

Abstract

The present study investigates the the relationship between metacognition and critical thinking in language learning. 102 intermediate students from 2 language institutions in Rasht were selected. Data were gathered by means of two questionnaires and were analyzed using Pearson Correlation procedures. Results indicated that there was a positive correlation between metacognition and critical thinking. In other words, the more metacognitive strategies increase in students, the more critical thinking enhances as well. A comparison of gender differences was done too. The mean scores of male and female participants’ critical thinking and metacognitive strategies were investigated. The mean score of male participants’ critical thinking and metacognitive strategies was more from the mean score of the female participants.