Methodology for Planning Educational Material Based on A Metacognitive Approach

Аннотация

This study examines the challenges of teaching foreign languages in non-philological higher education programs and proposes a metacognitive methodology to enhance learning efficiency. The research identifies key issues such as unclear learning objectives, low student motivation, outdated teaching methods. Empirical data from student assessments, surveys, and classroom observations highlight the effectiveness of independent learning tasks, reflective journals, and technology-integrated instruction. The findings suggest that a structured metacognitive approach significantly improves students’ linguistic competence and professional communication skills. Keywords: Metacognition, foreign language teaching, higher education, non-philological fields, reflective learning. follows: Introduction: In today's world, proficiency in a foreign language, particularly English, has become an essential specific goals for teaching foreign languages in non- component of professional training across various philological areas of higher education are not clearly fields. However, teaching English in non-philological formulated, for example, the foreign language is not areas of higher education faces numerous fully adapted to the students' field of specialization; methodological, motivational, and organizational - low interest of students in learning foreign languages, challenges. Students often do not perceive the most students in philological fields underestimate their language as a significant part of their professional interest in foreign languages, because they see development, which leads to low motivation and language only as a part of the subject. This affects their limited practical application of acquired knowledge. future attitude towards the learning process; This article focuses on analyzing modern approaches to - the very traditional nature of the forms and methods English language instruction with an emphasis on of education, in non-philological areas, traditional developing metacognitive strategies and fostering methods, for example, grammar-based methods, are students’ independent learning. Special attention is often used in teaching foreign languages, which hinders given to the use of experimental-testing methods, the development of students' practical language skills reflective diaries, and individualized instruction as tools and reduces their interest; for enhancing the effectiveness of English language teaching in non-philological disciplines. -lack of teacher qualifications, the problem is that when teaching foreign languages, attention is paid only to Teaching foreign languages in the training of specialists knowing the specific requirements of the language, but in non-philological areas in the higher education teachers' lack of knowledge in their field of system poses a number of problems. These problems, specialization or their low pedagogical qualifications in turn, can hinder the formation of students' can have a negative impact on education; knowledge of a foreign language, the effectiveness of education, and the international competitiveness of -students' language knowledge is only theoretical, in specialists. A number of specific problems of teaching many cases, in the process of teaching foreign foreign languages in the training of specialists in non- languages in non-philological areas, students are given philological areas in the higher education system are as only theoretical knowledge, and insufficient attention International Journal of Pedagogics 86 https://theusajournals.com/index.php/ijp International Journal of Pedagogics (ISSN: 2771-2281) is paid to the development of their practical skills; Analyzing one's own thought process, justifying one's intellectual actions : preparing oneself for work, -low use of technologies, modern technologies, such as defending or revising one's own opinion based on the mobile applications, online platforms, and virtual realization that mistakes have been made. classroom capabilities, are rarely used in teaching foreign languages in non-philological areas, which Determining the level of students' theoretical and reduces students' interest in education. practical knowledge using the algorithmic control method encourages them to understand the essence of Literature review the material being studied . VV Davidov , in order to successfully master the To increase students' interest in English , this The content of various academic subjects, the student's content of English language teaching can be enriched activity should be based on planning, reflection and by conducting questionnaires, tests, written analysis. According to the scientist, learning a foreign assignments, and comprehensive analysis of their language based on a person-centered approach, the results to determine the level of knowledge, skills, and concept of developmental education and the principles competencies in the sections that make up the course . of comprehension requires high reflexive preparat