This article examines the potential of metacognitive strategies as an effective pedagogical tool for enhancing the reading competence of pre-service English teachers. Reading competence, viewed as a complex integration of linguistic, cognitive, and cultural skills, is essential for teacher education programs. The study emphasizes the role of metacognitive awareness planning, monitoring, and evaluating one’s own reading processes in developing critical comprehension and reflective learning. By engaging pre-service teachers in strategy-based instruction, the approach aims to foster independent learning habits, improve textual interpretation, and strengthen their ability to transfer reading skills to their future classrooms. Drawing on theoretical models of metacognition and empirical findings in applied linguistics, the article provides practical insights into integrating metacognitive strategy training within teacher preparation curricula. It concludes that systematic application of these strategies leads to deeper comprehension, improved academic literacy, and sustainable professional competence.
| Mualliflar | Kurbanbaeva, Dilnoza, Курбанбаева, Дилноза, Kurbanbayeva, Dilnoza |
|---|---|
| Jurnal | Хорижий лингвистика ва лингводидактика |
| Nashr sanasi | 2025-08-25 |
| Jild | 3 |
| Son | 7/S |
| Betlar | 152-157 |
| Til | O‘zbek |
| DOI | 10.47689/2181-3701-vol3-iss7/s-pp152-157 |
DOI: 10.47689/2181-3701-vol3-iss7/s-pp152-157 · Maqolaning asl sahifasi
метапознание, читательская компетенция, будущие учителя, обучение стратегиям, педагогическое образование, рефлексивное обучение, понимание, педагогический инструмент, metacognition, reading competence, pre-service teachers, strategy instruction, teacher education, reflective learning, comprehension, pedagogical tool, metakognitsiya, o‘qish malakasi, bo’lajak ingliz tili o’qituvchilari, strategiya o‘qitish, o‘qituvchilar ta’limi, refleksiv o‘rganish, tushunish, pedagogik vosita
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