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Abstract
This article examines the role of metacognitive strategies in developing students’ written and oral communicative competence. Metacognition is interpreted as the learner’s ability to be aware of, plan, monitor, and evaluate their own cognitive processes. The study explores both theoretical and practical aspects of forming speech activity based on a metacognitive approach. Particular attention is paid to the development of reflective thinking as a key factor in enhancing students’ communicative competence. The findings demonstrate that the application of metacognitive strategies significantly improves the quality of both written and oral speech.
References
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