A discussion of cloze procedure and Directed Reading and Thinking Activity (DRTA) proposes that the complementary use of the two procedures helps develop student awareness of language-learning processes (metacognition) for improved language proficiency. The paper defines metacognition, cloze, and DRTA, describes their use in teaching, reviews relevant research, and explains methods of combining the techniques in the language classroom. This approach encourages (1) the development of cognitive strategies; (2) the development of good language-learning characteristics such as active participation, working through mistakes, group work, tolerance of uncertainty, attention to form and patterns, and seeking opportunities to practice; and (3) the ability to regulate learning. A list of references is included. (MSE)