The convergence of artificial intelligence (AI), big data analytics, and ubiquitous connectivity defines the Digital Intelligence Era, fundamentally restructuring English as a Foreign Language (EFL) pedagogy. This paradigm shift necessitates a corresponding evolution in learners’ metacognitive strategies. This paper investigates the dynamic interplay between digital affordances and metacognitive development in EFL contexts. Synthesizing metacognitive theory with contemporary computer-assisted language learning (CALL) research, we argue that while core metacognitive components—knowledge of cognition (declarative, procedural, conditional) and regulation of cognition (planning, monitoring, evaluating)—remain foundational, their operationalization undergoes significant transformation. Key catalysts include AI-driven personalization, immersive technologies, predictive analytics, and unprecedented access to authentic linguistic corpora. Empirical evidence reveals emerging trends toward data-informed self-regulation, enhanced strategic adaptability, and algorithm-mediated autonomy, alongside novel challenges in digital literacies and critical algorithm engagement. We propose an “Adaptive-Metacognitive Engagement” framework and discuss implications for curriculum design, teacher development, and future research trajectories.
Cite this paper
Yang, X. (2025). The Evolution of Metacognition among EFL Learners in the Digital Intelligence Era. Open Access Library Journal, 12, e3825. doi: http://dx.doi.org/10.4236/oalib.1113825.
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