⁠METAPEDAGOGICAL MODELS IN DEVELOPING STUDENTS’ LANGUAGE REFLECTION

Abstract

This study aims to identify the role of metapedagogical models in developing students’ language reflection in higher education institutions. The research examined the impact of metapedagogical approaches on students’ language competencies, cognitive skills, self-assessment abilities, and capacity to manage their learning process. Data were collected from 150 students across three universities in Almaty, employing descriptive, experimental, and qualitative methods. The results indicate that metapedagogical models effectively enhance students’ language reflection, promote the development of academic text analysis and collaborative skills, and increase students’ active engagement in the learning process. The findings provide practical recommendations for modernizing language education in higher education institutions and demonstrate the crucial role of metapedagogical models in fostering students’ ability to manage their own learning process effectively.