Enhancing Students’ Metacognition in Legal English Classes

Abstract In the last two decades, researchers have shown importance of metacognition in language learning and teaching. This paper focuses on students’ course ‘English for Lawyers’ at Masaryk University reports action research which was performed over period three years, 2019–2021. The objectives were twofold: to identify how students perceive their legal English lessons both content academic skills practised, then find out whether implementing steps that raise would help become more efficient learners. By collecting data from reflective questionnaires given students, teacher analysed teaching situations proposed changes, such as explaining opportunities supporting planning, monitoring, evaluating learning, so could exploit full potential abilities.