OVERCOMING THE GAP BETWEEN KNOWING AND DOING: THE IMPLEMENTATION OF METACOGNITIVE-BASED LEARNING IN ENGLISH LANGUAGE LEARNING IN INDONESIA

English language learning in Indonesia continues to face challenges, particularly the gap between students’ knowledge of effective learning strategies and the actual application of those strategies in practice. Many students still assess learning success based on exam scores or memorization skills rather than on their awareness of managing their own learning processes. This condition contributes to low higher-order thinking skills and stagnant English development despite years of study. Numerous studies show that metacognitive strategies can help students plan, monitor, and evaluate their learning independently. Some research highlights metacognition as the ability to “think about one’s thinking,” while other studies emphasize that metacognitive strategies significantly improve reading comprehension and self-regulated learning skills. Local findings also support the effectiveness of these strategies across various educational levels, from elementary schools to universities (Kung & Aziz, 2020). The research method used in this article is a literature review by examining various international and local studies related to the implementation of metacognitive-based learning in English language instruction. The findings indicate that the application of metacognitive strategies can enhance deep text processing, listening skills, and students’ learning regulation abilities.