Fostering metacognitive strategies at tertiary level: a path to students’ self-directed and creative learning

Research output: Contribution to journalArticle


Introduction. To improve students’ learning, reflection practice was introduced in an ESP course at Mykolas Romeris University in Vilnius, Lithuania.
Aim of the study. To analyse students’ reflection on their own learning.
Materials and methods. Literature analysis, content and statistical analysis.
Results. There exist eight levels of course difficulty that falls into four main categories as perceived by learners, most of whom are well aware of their own strengths, weaknesses and threats in EFL and are satisfied with their achievements.
Conclusion. Reflective learning leads to students’ self-directed and creative learning.
Original languageEnglish
Pages (from-to)250-255
Number of pages6
JournalCreative personality
Publication statusPublished - 2006



  • Metacognitive strategies
  • Reflection
  • ESP
  • Self-directed learning
  • Creative learning

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