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

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.