本研究探討了性別對英語作為外語（EFL）學習者後設認知意識（MA）的影響。來自台灣三所大學的325名參與者完成了後設認知意識量表（MAI）問卷。數據採用描述性統計及獨立樣本t檢定進行分析。研究結果顯示，英語作為外語學習者整體上對「認知知識」和「認知調節」的意識較為均衡，略微偏向前者。「調試策略」和「程序性知識」是後設認知意識中最常用的方面，體現了學習者解決問題和執行任務的能力。然而，在「理解監控」和「計畫」方面存在不足，凸顯了需要有針對性的教學策略。以性別分析資料後發現，男性學習者在大多數後設認知意識組成部分的得分均高於女性，尤其是在「程序性知識」、「計畫」和「評估」方面。相反，女性學習者在「認知調節」和「除錯策略」方面表現出色。這些結果強調了在後設認知訓練中考慮性別差異的重要性，以提高學習者的認知調節和策略應用能力。

This study examined the impact of gender on metacognitive awareness (MA) among EFL (English as a Foreign Language) learners. A total of 325 participants from three universities in Taiwan completed the Metacognitive Awareness Inventory (MAI) questionnaire. The data were analyzed using descriptive statistics and independent samples t-tests. The findings indicated that EFL learners generally exhibited a balanced awareness of ‘knowledge about cognition’ and ‘regulation of cognition,’ with a slight inclination towards the former. ‘Debugging strategies’ and ‘procedural knowledge’ emerged as the most commonly utilized aspects of MA, showcasing learners’ abilities in problem-solving and task execution. However, challenges were noted in ‘comprehension monitoring’ and ‘planning,’ highlighting areas that require targeted teaching strategies. When the data were analyzed by gender, significant differences were found, with male learners achieving higher scores in most MA components, particularly in ‘procedural knowledge,’ ‘planning,’ and ‘evaluation.’ Conversely, female learners excelled in ‘regulation of cognition’ and ‘debugging strategies.’ These findings confirm the importance of considering gender-related differences when designing metacognitive training to enhance learners’ cognitive regulation and strategic learning.