Abstract

This paper delves into the nuanced relationship between metacognition awareness and openness trait in the realm of English language acquisition. Drawing from a comprehensive array of literature, this review scrutinizes the conceptualizations, empirical findings, and implications of these constructs. It investigates the influence of metacognition awareness on language learning processes and how openness trait shapes individuals' language learning approaches. Additionally, it explores the potential synergies between these psychological dimensions and their impact on English language acquisition outcomes. Insights from this review contribute to a deeper comprehension of the cognitive and personality factors affecting language learning and offer practical implications for language educators and learners.