OPPORTUNITIES AND LIMITATIONS OF METACOGNITIVE APPROACH IMPLEMENTATION IN LANGUAGE EDUCATION
Authors:   Tomsk State University, AVRAMENKO O.V. , BOGDANOVA O.E. ,   Tomsk State University
Published: December 2024

Higher education faces the challenges of rethinking the role of education as an investment in human capital development and the practice of sustainable human resource development. Of particular interest is the context of language education, in which a person’s language ability and cultural identity develop. Creating conditions that support the well-being and quality of life of a person in the educational process becomes another challenge for the educational system due to the constant increase in the complexity of both the educational system itself and the cognitive and emotional load in the educational process. Thus, it is increassingly urgent to solve the problem of integrating the ideas of positive psychology into the methodology of foreign languages teaching. Of particular importance is the task of specifying the possible architecture of data that can be systematically collected and integrated into managing the language education quality and solving educational tasks through the updating and personalization of language teaching methods. Under the conditions of the paradigm shift in language education, the use of the metacognitive approach is considered as an integrative basis for designing a foreign language learning environment of sustainable human resource development. An important axiological and meaning-forming emphasis is that the metacognitive approach implementation creates conditions for the development of a person’s own cognitive resources. The aim of the study is to identify the attitudes of foreign language students regarding: the grit and interest in foreign language learning, the possibility of developing their own language abilities; foreign language as a subject of study and foreign language learning strategies. The study involved 66 students studying foreign languages. The analysis of the research results allowed us to formulate the directions for the development of methodological support for foreign language students, which are important for the effective implementation of the metacognitive approach to foreign language learning. A limitation in the implementation of the metacognitive approach is the necessity to develop complex educational technologies supporting the values of the metacognitive approach to language learning, which are based on a scientifically grounded model of metacognition and take into account a variety of factors. The lack of educational process participants’ readiness to accept the values of the metacognitive learning approach, as well as the lack of metacognitive experience in analyzing the language learning process, is also considered as a limitation. The unlimited potential of the metacognitive approach in education is determined by the fact that this approach provides effective tools to transform “limitations” into “opportunities” and contributes to the development of both educational practice itself in response to constantly emerging challenges and the fullest implementation of a person’s personal and cognitive potential in education. The authors declare no conflicts of interests.