I devote a section to exclusively discuss metacognitive knowledge, which is claimed to dominantly influence a student’s L2 learning. Finally, I review research and literature on classroom pedagogy designed to facilitate the development of metacognition. In this respect, I particularly highlight the type of classroom instruction generally known as metacognitive instruction. The article concludes by proposing an effective and practical classroom instructional pattern which relates students’ awareness (metacognition) to learning strategies. This instructional pattern is known as metacognitive processes