Metacognitive strategies in the development of learner autonomy of bachelors of language profiles
Authors:
1.
Immanuel Kant Russian State University
(Higher School of Linguistics, Associate Professor)
employee from 01.01.2024 until now
Kaliningrad, Kalinigrad, Russian Federation
employee from 01.01.2024 until now
Kaliningrad, Kalinigrad, Russian Federation
2.
Immanuel Kant Russian State University
(Higher School of Linguistics, Associate Professor)
employee from 01.01.2017 until now
Kaliningrad, Kalinigrad, Russian Federation
employee from 01.01.2017 until now
Kaliningrad, Kalinigrad, Russian Federation
Type:
Article
Pages:
from 165
to 175
Status:
Published
Received:
06.05.2025
Accepted:
27.06.2025
Published:
13.07.2025
Subject area:
VAK Russia 5.8.2
Language:
Russian
Keywords:
Lingvodidactics, metacognitive strategy, learner autonomy, cognitive activity, student, language training, foreign language teaching
Abstract (English):
Introduction. Today, there is a need to develop the ability of students of higher educational institutions, and in particular bachelors of language programs of training, for independent learning, self-development and adaptation to changing conditions of professional activity. Metacognitive strategies play an important role in the formation of a conscious and responsible approach to learning, which contributes to the development of learner autonomy. The authors of the article sought to find ways to resolve the contradiction between the need to develop learner autonomy of bachelors of language programs of training, declared in the federal state educational standard of higher education, and the insufficient representation in pedagogical science of theoretical grounds for the use of metacognitive strategies as a means of developing learner autonomy. This circumstance determined the relevance and problems of the study conducted by the authors of the article. Methods. To achieve the goals of the study, an analysis of scientific literature was carried out, the achievements of domestic and foreign scientists in the field of linguodidactics related to the disclosure of the essence of the concepts of «learner autonomy» and «metacognitive strategies» were systematized. To compare the advantages and disadvantages of using metacognitive strategies for developing the learner autonomy of bachelors in language fields, a comparative-contrastive method was used. Results. The definitions of the concepts of «learner autonomy» and «metacognitive strategies» are formulated taking into account the need to develop the learner autonomy of students. Recommendations are offered for teachers on the use of metacognitive strategies for the purpose of developing the learner autonomy of bachelors in language fields.
Introduction. Today, there is a need to develop the ability of students of higher educational institutions, and in particular bachelors of language programs of training, for independent learning, self-development and adaptation to changing conditions of professional activity. Metacognitive strategies play an important role in the formation of a conscious and responsible approach to learning, which contributes to the development of learner autonomy. The authors of the article sought to find ways to resolve the contradiction between the need to develop learner autonomy of bachelors of language programs of training, declared in the federal state educational standard of higher education, and the insufficient representation in pedagogical science of theoretical grounds for the use of metacognitive strategies as a means of developing learner autonomy. This circumstance determined the relevance and problems of the study conducted by the authors of the article. Methods. To achieve the goals of the study, an analysis of scientific literature was carried out, the achievements of domestic and foreign scientists in the field of linguodidactics related to the disclosure of the essence of the concepts of «learner autonomy» and «metacognitive strategies» were systematized. To compare the advantages and disadvantages of using metacognitive strategies for developing the learner autonomy of bachelors in language fields, a comparative-contrastive method was used. Results. The definitions of the concepts of «learner autonomy» and «metacognitive strategies» are formulated taking into account the need to develop the learner autonomy of students. Recommendations are offered for teachers on the use of metacognitive strategies for the purpose of developing the learner autonomy of bachelors in language fields.
Keywords:
Lingvodidactics, metacognitive strategy, learner autonomy, cognitive activity, student, language training, foreign language teaching
Lingvodidactics, metacognitive strategy, learner autonomy, cognitive activity, student, language training, foreign language teaching
