The focus in studying metacognitive monitoring in learners and teachers is of special interest, as we theorize that teaching metacognition is the cornerstone to the development of successful learners who recognize themselves to be capable and self-regulated in their learning (Hemdan-Mohamed, 2012). Thusly, individuals who learn are seen as a self-aware, and capable of self-regulating their learning deliberately and intentionally, in an autonomous and effective manner (Panadero & Tapia, 2014).