Integrating Practical Knowledge with Interactive Metacognition: Strengthening the Investigation of EFL Teachers’ Pedagogical Reasoning through Lecturer Practicals
DOI:
https://doi.org/10.66957/gv46we05Keywords:
Interactive metacognition, Practical knowledge, Pedagogical reasoning, Research-informed practiceAbstract
EFL teachers must continuously interpret classroom events, monitor student responses, evaluate instructional effectiveness, and adapt pedagogical decisions. This study investigated how EFL teachers’ interactive metacognition was manifested during classroom and professional interactions and how their practical knowledge influenced the interpretation and application of research-informed practices. A qualitative multiple-participant design was employed with nine purposively selected EFL teachers. Data were collected through semi-structured interviews and classroom observations supported by interview guidelines and structured observation sheets. The instruments addressed teachers’ interpretation of learner responses, instructional monitoring, pedagogical evaluation, real-time regulation, professional beliefs, previous experience, and institutional conditions. The data were analyzed through systematic thematic analysis involving familiarization, coding, categorization, theme development, within-participant analysis, and cross-participant comparison. The findings revealed that interactive metacognition operated as an overlapping cycle of interpreting classroom evidence, monitoring learner understanding and teacher performance, evaluating expected and actual outcomes, and regulating instruction. Teachers adjusted explanations, questions, grouping, task difficulty, preparation time, language choice, and feedback according to learners’ responses. Professional dialogue also enabled them to reconsider assumptions and identify alternative strategies. Practical knowledge mediated teachers’ use of research by filtering recommendations through prior experience, knowledge of students, pedagogical beliefs, professional identity, curriculum expectations, assessment demands, and resource availability. Teachers therefore transformed rather than directly applied research findings. The study concludes that integrating practical knowledge with interactive metacognition provides a context-sensitive framework for understanding EFL teachers’ pedagogical reasoning. Teacher education and professional development should consequently promote collaborative reflection, classroom-based inquiry, and supported adaptation of research-informed practices.
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