BETTER LEARNING THROUGH METACOGNITIVE MONITORING: DEVELOPING STUDENTS’ CRITICAL THINKING

Abstract

Better level of students’ performing in university is closely related to the level of effort they put forth in their academic work. Many students do not always aware of the strategies of studying, thus depriving themselves of the opportunity to reason out their difficulties and discover their capabilities. The aim of the paper is to consider the notions “metacognitive monitoring” and “critical thinking” and to analyze the connection between metacognitive monitoring and students’ critical thinking. This article describes how students through metacognitive monitoring can acquire new habits of thoughts and qualities of mind which will enable them to become autonomous learners.