DEVELOPMENT OF METACOGNITIVE STRATEGIES IN THE SYSTEM OF CONTINUOUS LEARNING OF ENGLISH LANGUAGE STUDENTS: EXPERIENCE AND PROSPECTS

Abstract

The purpose of this article is to conduct a comprehensive theoretical study of the role of metacognitive strategies in the process of teaching English to students in the system of continuing education, as well as to determine their significance for the formation of learning autonomy, self-regulation, and psychological resilience of students in conditions of military challenges. The present study is an analytical and theoretical systematic review of scientific sources, which ensure a comprehensive analysis of contemporary approaches to the development of metacognitive competence in the context of foreign language education. The methodological foundation of the study aligns with the prevailing scientific methods of analysis, synthesis, induction, deduction, generalization, and comparison. These methodologies ensure consistency in the processing of both theoretical and empirical materials. The analysis indicates that metacognitive strategies play a pivotal role in enhancing the effectiveness of English language learning, as they facilitate the transition from external regulation to independent, conscious, and reflective learning. Research indicates that the implementation of strategic planning, systematic monitoring, and self-assessment strategies fosters critical thinking and the development of the capacity for self-observation, self-regulation, and the refinement of one’s own learning activities. Research demonstrates that the implementation of a metacognitive approach has a positive effect on students’ motivation to learn, internal autonomy, and resilience to stress factors in the learning environment. Research indicates that the effective development of metacognitive strategies is contingent upon the creation of a pedagogical environment that prioritizes reflection, formative assessment, collaboration, and the integration of digital educational technologies. Students’ metacognitive activity acts as an integrative mechanism, combining cognitive, emotional, and behavioral components of learning. This ensures continuity and flexibility in the learning process. The findings substantiate the notion that the cultivation of metacognitive strategies within the framework of continuous education constitutes a pivotal prerequisite for the development of a self-regulated, reflective, and resilient personality.