Rationale:

the language teaching-learning process should be accompanied by learning strategies, among them, metacognitive strategies.

Objective:

to identify the lack of knowledge of teachers and students about metacognitive strategies in the English teaching-learning process in a Cuban university.

Methods:

cross-sectional descriptive research was conducted at the “Marta Abreu” Central University of Las Villas during the 2018-2019 academic year. Theoretical methods were used: analysis-synthesis and inductive-deductive and the systemic approach; empirical: participant observation and a questionnaire on learning strategies; and mathematical-statistical for absolute and relative values.

Results:

most students use learning strategies some of the time. Participant observation showed that teachers do not apply metacognitive learning strategies in their classes; students do not use them either, so their knowledge is characterized by rote learning.

Conclusions:

lack of knowledge about metacognitive strategies to achieve effectiveness in the English teaching-learning process was identified; therefore, training on the subject is necessary due to its relevance for the solution of the problem; the usefulness, feasibility and novelty of the mentioned strategy make possible the solution to the problem posed.

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