Table of Contents

1. Introduction Åsta Haukås, Camilla Bjørke and Magne Dypedahl

Part I

2. Metacognition in Language Learning and Teaching: an Overview Åsta Haukås

3. Metacognition in Multilingual Learning: a DMM Perspective Ulrike Jessner

4. A Metacognitive Approach to Intercultural Learning in Language Teacher Education Magne Dypedahl

Part II

5. Using Machine-Translated Texts to Generate L3 Learners’ Metalinguistic Talk Eva Thue Vold

6. Language Contrasts, Language Learners and Metacognition: Focus on Norwegian Advanced Learners of English Hilde Hasselgård

7. Metacognitive Knowledge about Writing in a Foreign Language: a Case Study Yvonne Knospe

8. "In German I have to think about it more than I do in English": The Foreign Language Classroom as a Key Context for Developing Transferable Metacognitive Writing Strategies Karen Forbes

9. Validating a Questionnaire on EFL Writers’ Metacognitive Awareness of Writing Strategies in Multimedia Environments Lawrence Jun Zhang and Tony Limin Qin

10. Exploring Communication Strategy Use and Metacognitive Awareness in the EFL Classroom Henrik Bøhn and Gro-Anita Myklevold

11. Reflecting on Educational Experiences: an Analysis of two Migrant Students’ Stories Ragnar Arntzen and Odd Eriksen

Part III

12. "Emotion Recollected in Tranquillity": Blogging for Metacognition in Language Teacher Education Linda Fisher

13. Teaching Metacognitively: Adaptive Inside-Out Thinking in the Language Classroom Phil Hiver and George E.K. Whitehead

About the Author

Camilla Bjørke is Associate Professor of Foreign Language Pedagogy in the Faculty of Business, Languages, and Social Sciences, Østfold University College, Norway.


Magne Dypedahl is Associate Professor of English in the Faculty of Humanities, Sports and Educational Science at the University of South-Eastern Norway.


Åsta Haukås is Professor of Applied Linguistics and Foreign Language Pedagogy at the Department of Foreign Languages, University of Bergen, Norway.