METHODOLOGICAL IMPROVEMENT OF DEVELOPING STUDENTS’ ENGLISH READING COMPREHENSION SKILLS ON THE BASIS OF A METACOGNITIVE APPROACH
DOI:
https://doi.org/10.37547/Keywords:
Cognitive strategies, reading proficiency, academic literacy, self-regulated learning, reflective reading, instructional designAbstract
Developing English reading comprehension skills remains a central challenge in foreign language education. Traditional approaches often focus on mechanical decoding of words and answering comprehension questions, neglecting learners’ strategic thinking, self-regulation, and reflective skills. This article investigates methodological improvements in teaching English reading through a metacognitive approach, which emphasizes learners’ awareness, control, and regulation of cognitive processes. Key components include goal setting, active monitoring, strategic evaluation, and reflective practice. The study highlights how these components can be systematically integrated into classroom instruction, demonstrating that metacognitive strategies enhance comprehension, foster learner autonomy, and strengthen higher-order thinking skills. Practical implications for curriculum design, teacher training, and classroom practice are discussed, emphasizing students’ ability to approach complex texts strategically and independently.
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