Canli, NailePaker, Turan2024-12-022024-12-0220251301-00851309-02751309-0275https://doi.org/10.9779/pauefd.1429378The purpose of this study was to investigate in-service English language teachers' (ISELTs) metacognitive awareness levels and how they integrate metacognitive strategies into their teaching practices and to identify the factors influencing their judgements. Using a sequential explanatory research design, the Metacognitive Awareness Inventory for Teachers (MAIT) was administered to 54 ISELTs in Turkey. Quantitative data were analyzed using Kruskal-Wallis H test and Mann Whitney U test, while qualitative data were examined through content analysis. The results showed that there were significant demographic differences in metacognitive awareness levels and sub- dimensions. Qualitative findings revealed both positive and negative aspects of the metacognitive awareness of ISELTs and its impact on their teaching approaches. This study highlights the complex relationship between metacognitive awareness, teaching techniques and contextual factors, emphasizing the need for holistic teacher training and support to overcome emotional and practical challenges. This study highlights the need for a holistic approach to teacher education and support that aims to develop teachers' metacognitive skills and equip them with the necessary tools to enhance student-centered teaching, while also providing a comprehensive discussion on the implications for pre-service teacher education and practice.Basılı+Elektroniktrinfo:eu-repo/semantics/openAccessMetacognitive AwarenessEğitim Bilimleri Temel Alanı>İngiliz Dili Eğitimi>İngiliz Dili Eğitimi>Metacognitive awareness,Metacognitive competence,EFL teachers,Üstbilişsel farkındalık,Üstbilişsel yeterlik,İngilizce öğretmenleriMetacognitive CompetenceEfl TeachersArticle10.9779/pauefd.1429378