Metacognition and Data‐Driven Learning.

This article examines the relationship between metacognition and data-driven learning (DDL) in second language (L2) classrooms. While the use of DDL has been shown to be beneficial for L2 learning, there is still a need to understand how it interacts with the learning process. The article suggests that metacognition, which involves thinking about thinking and self-regulated information processing, may play a role in mediating the learning impacts of DDL tools. It also discusses how metacognitive knowledge and regulation can enhance the learning process. The author proposes future research directions to further explore this relationship. [Extracted from the article]