Résumé:
The present study investigated the role of metacognitive strategies in enhancing vocabulary
learning among third-year EFL students. It specifically aimed to examine third-year EFL
students‘ use of metacognitive strategies -planning, monitoring, and evaluation- to learn
vocabulary and to explore students‘ and teachers‘ perceptions of the effectiveness of these
strategies. It is assumed that the use of metacognitive strategies contributes to the
enhancement of the students‘ vocabulary learning. Data were collected using two
questionnaires. The first questionnaire was administered to 50 third-year students in the LMD
system at the Department of English at Mohamed Saddik Ben Yahia University, Jijel. In
addition, the second questionnaire was administered to 10 EFL teachers at the same
department. The results obtained revealed that both teachers and students perceive
metacognitive strategies as beneficial and effective in vocabulary learning development.
Students were found to use planning and monitoring strategies unconsciously, while
evaluation strategies were less frequently employed and understood, a view that was also
confirmed by teachers. Based on the obtained results, some pedagogical recommendations
will be suggested.
