Development of Students’ Metacognitive Skills by Means of Educational Technologies in ESP Instruction at University

Oksana Synekop, Yuliana Lavrysh, Valentyna Lukianenko, Olena Ogienko, Iryna Lytovchenko, Iryna Stavytska, Kateryna Halatsyn, Svitlana Vadaska


Metacognitive skills which provide regulation and management of students’ intellectual activity in the process of their self-education are of great importance, especially in the context of the learner-centered education paradigm in the global information space, with its focus on the self-study and self-development of an individual. In this regard, the article aimed to analyze the development of metacognitive skills in first year students by means of educational technologies in ESP classes at technical university in Ukraine. As shown by the results of the study, educational technologies can be successfully used for the development of such metacognitive skills as self-directed learning skills, collaboration skills, self-management skills, self-reflection skills in first year students studying ESP at university level. The educational technologies used in our study – the Moodle platform, WebQuest, blogs and wikis, Google Classroom, Quizlet – confirmed their efficiency as a useful tool for the development of metacognition since they provide the learning environment which makes it possible for students to organize and control their learning, make decisions, reflect on the results of their learning experience and make necessary changes and adjustments if necessary.


metacognitive skills, self-directed learning skills, collaboration skills, self-management skills, self-reflection skills, educational technologies, ESP learning, technical university.

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