Metacognitive Practices in Saudi EFL Classrooms: A Glaserian Grounded Theory Approach

Abstract

This study investigates Saudi Arabian English as a foreign language (EFL) teachers' preferences for metacognitive strategy instruction and the factors influencing its classroom implementation.  Utilizing a Glaserian grounded theory approach to develop a theoretical model, the research adopted a qualitative methodology. Data collection involved video-recorded observations of three teachers, followed by semi-structured interviews integrating stimulated recall, and subsequent data verification. Findings revealed that the integration of specialized EFL teacher education with strategic pedagogical practices directly nurtures autonomous learning skills in EFL learners. The study identified effective classroom management and an adaptable pedagogical approach as two main factors critically impacting this process.

Conflict of Interest: The authors declare that there are no conflicts of interest related to the research, authorship, and/or publication of this article, and that the data presented have not been fabricated or falsified.

Funding: This research did not receive any specific grant or financial support from public, commercial, or not-for profit funding agencies.

Participant Consent:  The authors confirm that no participants were involved in this study.

Data Fabrication/Falsification Statement: The author(s) declare that no data have been fabricated, falsified, or manipulated in this study.

Copyright: Copyright (c) 2025 Ejaz Ahmed, Zaimuariffudin Shukri Nordin