<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0798-1015</journal-id>
<journal-title><![CDATA[Revista Espacios]]></journal-title>
<abbrev-journal-title><![CDATA[Espacios]]></abbrev-journal-title>
<issn>0798-1015</issn>
<publisher>
<publisher-name><![CDATA[Editorial Espacios]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0798-10152025000500251</article-id>
<article-id pub-id-type="doi">10.48082/espacios-a25v46n05p23</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Estrategias metacognitivas en el aprendizaje del inglés como lengua extranjera en educación superior: Una revisión de literatura]]></article-title>
<article-title xml:lang="en"><![CDATA[Metacognitive Strategies in English as a Foreign Language Learning in Higher Education: A Literature Review]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[CERVANTES]]></surname>
<given-names><![CDATA[Fiorela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[SIERRA]]></surname>
<given-names><![CDATA[Jelly]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[SUPO]]></surname>
<given-names><![CDATA[Erik]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[ARE]]></surname>
<given-names><![CDATA[Zaida]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[YAURI]]></surname>
<given-names><![CDATA[Faustina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Escuela de Educación Superior Pedagógica Pública Arequipa  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2025</year>
</pub-date>
<volume>46</volume>
<numero>5</numero>
<fpage>251</fpage>
<lpage>263</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_arttext&amp;pid=S0798-10152025000500251&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_abstract&amp;pid=S0798-10152025000500251&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_pdf&amp;pid=S0798-10152025000500251&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este estudio identifica estrategias metacognitivas en el aprendizaje del inglés como lengua extranjera en educación superior, mediante una revisión bibliográfica de 13 artículos (2019-2025) en Scopus y SciELO. Los hallazgos muestran que la planificación, el monitoreo y la evaluación metacognitiva favorecen la comprensión lectora, la escritura académica y la autorregulación. Se destacan prácticas efectivas en entornos colaborativos y digitales, aunque persisten limitaciones docentes. Se recomienda ampliar investigaciones hacia otras habilidades comunicativas y emplear metodologías mixtas contextualizadas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This study identifies metacognitive strategies in English as a foreign language learning in higher education through a literature review of 13 articles (2019-2025) from Scopus and SciELO. Findings show that planning, monitoring, and metacognitive evaluation enhance reading comprehension, academic writing, and self-regulation. Effective practices are highlighted in collaborative and digital environments, although teacher training remains limited. It is recommended to expand research toward other communicative skills and adopt mixed-method approaches adapted to diverse educational contexts.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Estrategias metacognitivas]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje de inglés]]></kwd>
<kwd lng="es"><![CDATA[comprensión cognitiva de inglés]]></kwd>
<kwd lng="es"><![CDATA[educación superior]]></kwd>
<kwd lng="en"><![CDATA[Metacognitive strategies]]></kwd>
<kwd lng="en"><![CDATA[English learning]]></kwd>
<kwd lng="en"><![CDATA[cognitive comprehension of English]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
</kwd-group>
</article-meta>
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