PEDAGOGICAL POTENTIAL OF THE METACOGNITIVE APPROACH IN TEACHING FOREIGN LANGUAGES TO ECONOMICS STUDENTS
Keywords:
metacognitive approach, foreign language education, writing skills, speaking skills, economics students, metacognitive strategies, communicative.Abstract
This article presents a theoretical and methodological analysis of the pedagogical potential of the metacognitive approach in foreign language education, with particular emphasis on the development of writing and speaking skills among economics students. Drawing on classical and contemporary studies in metacognition, self-regulated learning, and communicative language teaching, the paper conceptualizes metacognition as a core mechanism for conscious planning, monitoring, and evaluation of language learning activities. The analysis demonstrates that the integration of metacognitive strategies into foreign language instruction enhances learners’ autonomy, reflective thinking, and communicative competence, especially in professionally oriented contexts. Special attention is given to the role of metacognitive awareness in organizing written discourse and managing oral communication in academic and professional settings. The study argues that the metacognitive approach provides a solid theoretical foundation for aligning language instruction with the cognitive and professional needs of economics students.
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