Metacognitive Strategies for Teaching Digital Reading in a Foreign Language to University Students

Aim. To examine metacognitive strategies for teaching students digital reading in English.

Methodology. The materials presented in scientific articles of electronic databases have become the material for analyzing the theoretical aspects of the problem under study. The main methods used in the study were methods of analyzing literary sources, systematization and generalization of the theoretical and practical results obtained.

Results. The results of the study make it possible to classify the main metacognitive strategies for teaching digital reading in a foreign language in the field of education. The article systematizes strategies for interacting with the text, including previewing, forecasting, critical evaluation and selective reading, as well as methods of working with unfamiliar vocabulary. The importance of considering the individual characteristics of students, such as the level of language proficiency and experience working with digital resources, is emphasized. It is concluded that it is necessary to develop new teaching methods that combine various strategies to improve the effectiveness of digital reading.

Research implications. The theoretical significance of the research lies in the structuring and scientific substantiation of the system of metacognitive strategies of digital reading, which expands the theoretical understanding of cognitive processes in the framework of foreign language education in the era of digitalization. The practical value of the research lies in the possibility of applying its results to improve curricula and methods aimed at developing critical thinking and competence in working with foreign-language digital resources.

Conclusions. The research was aimed at considering metacognitive strategies for teaching students digital reading in English. As part of the work, the tasks set were solved: the features of digital text that affect the reading process were analyzed, and a system of metacognitive strategies adapted to work in a digital environment was developed.

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