Language teaching in higher education is sensitive since learners are adult and specific approaches meeting their age and adolescent condition should be applied. Previous teaching approaches were based on conditional and behavioral methods forgetting psychological and cognitive aspects of learning. However, psychological and cognitive approaches are missing theoretical foundation. Incorporating behavioral teaching strategies and metacognitive methods, in this study two general dimensions of teaching as physical and mental patterns are introduced. The physical pattern refers to mechanical approaches such as repetition, memorization and active learning, while mental process emphasizes on teaching and learning patterns and practices in aiming at reducing learning obstacles and developing learners’ autonomy in managing the process of learning. This proposed approach using collaborative behavioral and cognitive skills together, ties to manage learners’ autonomy in the processes of learning by passing duties from teachers to learners in among EFL higher education students.

higher education, teaching, metacognitive, behavioral approaches, autonomy