The effect of metacognitive techniques on improving English instructors' capacity for independent learning is examined in this paper. The study presents a paradigm that incorporates metacognitive strategies including self-regulation, reflection, and strategic planning in recognition of the critical role that self-directed learning plays in professional development. A mixed-methods approach was used, using qualitative interviews to acquire a deeper understanding of instructors' experiences and quantitative surveys to evaluate changes in autonomous learning habits. The application of metacognitive techniques considerably enhanced teachers' capacity to assess their own learning processes, establish reasonable objectives, and modify their pedagogical approaches, according to the results.

Self-directed learning, English teachers, metacognitive techniques

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