Understanding Language Teacher Cognition in EFL Education: A Systematic Literature Review of Conceptualizations, Practices, and Implications

Abstract

Teacher cognition has emerged as a central construct in language teacher education, reflecting how teachers’ mental lives shape their pedagogical decision-making. The present study provides a systematic review of empirical research on language teacher cognition in EFL contexts conducted over the past decade. By examining full-text analysis of 41 empirical studies published in peer-reviewed English language journal articles from four databases, this review investigates how language teacher cognition is conceptualized, how it relates to classroom practice, and what factors mediate this relationship, as well as consolidating implications for teacher education and ongoing professional learning. Our findings indicate that teacher cognition is now viewed less as a set of beliefs or knowledge and more as a dynamic, socially situated construct that includes teachers’ professional identities. Many studies reported the misalignment between teachers’ reported cognitions and their classroom practices, often shaped by contextual pressures, prior educational experiences, and professional training. At the same time, alignment between cognition and practice is more common when teachers work in supportive, collaborative environments. The review calls for longitudinal, cross-cultural, and theory-driven studies to broaden understanding of teacher cognition and strengthen its contribution to teacher education.