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Against a background where language learning/learner strategy (LLS) research was criticized , we would like to bring to the fore a key concept , metacognition , which has not been fully understood in the way that criticisms were levelled against LLS research . We argue that despite the justification for some points , such criticisms are not based on a complete understanding of the theoretical foundations of LLS research , nor on what metacognition entails , especially when these two constructs are related to both the cognitive and sociocultural domains of learning . Exactly because metacognition is undergirded by both cognitive and sociocultural underpinnings , it cannot be treated purely as a cognitive enterprise;instead , it should be conceptualized as a set of complex dynamic systems . We argue that some of the criticisms of LLS research are problematic because of the critics?limited understanding of LLS research . These critics have not pointed out close relationships between LLS research and metacognition . To disperse the confusion caused by such criticisms and to advance the field , we elaborate on a dynamic metacognitive systems perspective on second and foreign language learning , teaching and research . We maintain that thinking metacognitively about metacognition with dual or multiple perspectives is necessary . Doing so will enable us to see the contribution of the dynamic metacognitive systems perspective to enhancing our understanding of second and foreign learning , teaching , and research .