Metacognition is one of the key notions in contemporary research both in second language (L2) teaching and education in general. L2 metacognition has been found to contribute significantly to learner variables such as language learning motivation. The main feature of the findings on L2 metacognition research based on the diverse theoretical disciplines is its individualistic and cognitive nature. Metacognition does not come from a vacuum, and social experiences provide core ingredients for its development and maintenance. This paper aims to explore the roles of metacognition in the interpersonal and societal spheres from an Hegelian perspective. The results of this paper suggest that metacognition involves emotion, and the social aspect plays important roles in the formation and maintenance of metacognition. Hegelian philosophy suggests that metacognition exerts positive influences on the L2 learning of individual learners, as well as performs social and moral functions on a collective level. The major pedagogical recommendation is that in enhancing the metacognition of language learners, teachers should focus on the emotional, interpersonal, and social aspects. Teachers should also raise learners’ awareness of their roles in the larger society.

元认知是当代第二语言 (L2) 教学和一般教育研究中的关键概念之一。已发现 L2 元认知对学习者变量（例如语言学习动机）有显着贡献。基于不同理论学科的二语元认知研究发现的主要特征是其个人主义和认知性质。元认知并非凭空而来，社会经验为其发展和维持提供了核心要素。本文旨在从黑格尔的角度探讨元认知在人际和社会领域中的作用。本文的研究结果表明，元认知涉及情感，而社会层面在元认知的形成和维持中起着重要作用。黑格尔哲学认为元认知对个体学习者的二语学习产生积极影响，并在集体层面发挥社会和道德功能。主要的教学建议是，在提高语言学习者的元认知时，教师应关注情感、人际和社会方面。教师还应提高学习者对他们在更大社会中的角色的认识。