*Metacognitive awareness can act as an active and flexible "monitior".
Learners with strong metacognitive awareness are often good prmblem solver, they know when and how to use the "monitor". They realizes their mistake quickly and then try to solve it. The reason why is because metacognitive skills or strategies are functioning, namely monitoring, evluating and revising strategies. In sense of metacognitive awareness, "monitor" means monitoring the whole process of learning, to see if anything needs to be revised in order to meet the learner's goal or monitoring what the learner's weak points of language proficiency are, and then try other strategies to make up for this weak point.
* Metacognitive awareness can lower affective filter.
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Since we know that affective filter is concern with motivation, self-confidence and axiety. Learner with strong metacognitive awareness are wise in finding motivation in doing cognitive matters. Metacognition has direct influence on this field. As a good controller, I mean a person with motivation, self-confidence and axiety, and , of course with metacognitive awareness often have low affective filter and thus makes language learning more efficient. In EFL context, learners particularly needs to lower affective filter, because if learners do not directly use English in their real life and future working post, the motivation may be lowed. Metacognition plays a very important role in adjusting the affective filter. .
* Metacognitive awareness can enrich strategies use in language learning .
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As metacognition is knowledge about cognition and the operations of cognitive matters, it does not only push learners to explore more strateges used in the efficient language learning, bult also adds to one's whole set of learning strateges by it's metacognitive strateges as planning, mornitoring and evalating. In EFL context, learners often spend many years in learning English, so proper ways of learning English should be stressed.
