Raising metacognitive genre awareness in L2 academic readers and writers This dissertation focuses on the development of metacognitive genre awareness, a concept introduced by Negretti and Kuteeva (2011) that links genre awareness with metacognition (see also Johns , 2008 and Devitt, 2004). Metacognitive genre awareness has been found to be relevant in developing learners´ ability to interpret and produce academic texts (see Negretti & Kuteeva, 2011). By adopting a multi-method approach—a combination of quantitative and qualitative methods— we investigated the development of metacognitive genre awareness and its transferability to academic reading and writing in students of English enrolled in a TEFL program in Honduras. Data results show that L2 learners develop declarative and procedural (for the most part) genre awareness to a great extent and varied ways. However, L2 learners show difficulties at developing conditional genre awareness, that is, applying knowledge of genre-based features and rhetorical aspects to other academic tasks or situations flexibly. L2 learners also show transferability of metacognitive genre awareness into their interpretation of academic texts, similarly they show more instances of declarative and procedural awareness in comparison to conditional awareness of genre-based features. Regarding production of academic genres, L2 learners show transfer of metacognitive genre awareness in different ways and to varying degrees, and again, an embryonic conditional awareness is shown when transferring genre-based knowledge to complex tasks. Our study highlights the need to continue developing research on genre awareness and how it influences L2 learners´ academic reading and writing skills.