Fostering metacognitive strategies at tertiary level

Abstract

To improve students' learning, reflection practice was introduced in an ESP course at Mykolas Romeris University in Vilnius, Lithuania. Aim of the study. To analyze students' reflection on their own learning and how it affects their creativity. Materials and methods. Literature analysis, content and statistical analysis. Results. There exist eight levels of course difficulty that falls into four main categories as perceived by the learners, most of whom are well aware of their own strengths, weaknesses, threats and achievements in EFL. Conclusion. Reflective learning leads to students' self-directed and creative learning.