Metacognitive scaffolding for foreign language fluency: Algorithmic and integrated learning schemes

Abstract

This article explores the role of metacognitive scaffolding in developing foreign language fluency through the use of algorithmic and integrated learning schemes. Drawing on psycholinguistic and cognitive research, the study presents a theoretical foundation for employing metacognitive models—such as concept maps, discourse structures, and integrated mental schemes—in language instruction. These schemes facilitate learners’ ability to organize, monitor, and regulate their language learning processes. The approach is grounded in the principles of recursion, Content and Language Integrated Learning (CLIL) methodology, and simulation-based learning and is supported by recent developments in metacognitive theory and educational psychology. The article argues that such scaffolding not only enhances linguistic competence but also cultivates deeper cognitive engagement, self-regulation, and fluency. Examples of implementation are provided to illustrate how metacognitive tools can be integrated into foreign language classrooms for meaningful and systematic learning.