Mapping metacognitive awareness of Chinese language learners

The role of metacognitive awareness on language teaching and learning have been confirmed by several studies, but the discussions this topic in Chinese as foreign are limited. aim present research was to map profile learners. Total respondent 80 learners (38 males 42 females) which comprise secondary students. Convenience sampling technique employed select respondents. Meanwhile, data were collected utilizing Junior Metacognitive Inventory. obtained analyzed using descriptive statistic. Mann-Whitney U Test investigate significance differences between male female. findings showed that 46.25% Language Learners a good knowledge, 28.75% fair, 20% very good, 3.75% poor, 1.25% lacking. finding also 40% students regulation, 36.25% 15% 7.50% In addition, female no significant difference knowledge cognition. On contrary, regulation cognition (Mdn= 32.50) significantly (U= 551.000, p0.05) better compared 30).