This section contains a number of fundamental papers and publications on metacognition and learner development.

Brown, A. (1987). Metacognition, executive control, self-regulation, and other more mysterious mechanisms. In F. Weinert & R. Kluwe, (Eds.), Metacognition, motivation, and understanding (pp. 65–116). Hillsdale, NJ: Erlbaum.
Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new era of cognitive-developmental inquiry. American Psychologist, 34(10), 906–911. PDF
Hu, P., & Zhang, J. (2017). A pathway to learner autonomy: A self-determination theory perspective. Asia Pacific Education Review, 18, 147–157. PDF
Mynard, J. (2010). Promoting cognitive and metacognitive awareness through selfstudy modules: An investigation into advisor comments. Proceedings of the International Conference CLaSIC 2010 “Individual Characteristics and Subjective Variables in Language Learning”, Singapore, 2-4 December 2010, pp. 610–627. PDF
Schraw, G., & Dennison, R. S. (1994). Assessing metacognitive awareness. Contemporary educational psychology, 19(4), 460–475. PDF
Schraw, G., & Moshman, D. (1995). Metacognitive theories. Educational psychology review, 7(4), 351–371. PDF
Veenman, M. V. J., Van Hout-Wolters, B. H. A. M., & Afflerbach, P. (2006). Metacognition and learning: conceptual and methodological considerations. Metacognition and Learning, 1, 3–14. PDF
Wenden, A. L. (1998). Metacognitive knowledge and language learning 1. Applied linguistics, 19(4), 515–537. PDF
Wenden, A. L. (2002). Learner development in language learning. Applied linguistics, 23(1), 32–55. PDF