Role of Metalinguistic Domains in English Language Performance A Study of Classroom Practices

Abstract

This research delves into the perceptions of English language teachers from secondary schools in 
Lahore, Pakistan, regarding the role of metalinguistic awareness in their students' language 
learning and classroom performance. Through semi-structured interviews, the study explores 
how educators perceive metalinguistic awareness as fundamental for language mastery, an 
enhancer of problem-solving and critical thinking, a catalyst for improved communication and 
self-expression, and a means to tailor instruction and support individual learners. Additionally, 
the research underscores the necessity of considering cultural and contextual factors in the 
teaching of metalinguistic awareness. Findings from this study align with established research in 
the field and emphasize the significance of integrating metalinguistic awareness effectively into 
language instruction to nurture proficient, adaptable, and culturally aware language learners.