IMPROVING INDEPENDENT LEARNING SKILLS OF ENGLISH TEACHERS THROUGH METACOGNITIVE STRATEGIES
https://doi.org/10.5281/zenodo.20377767
Kalit so‘zlar
independent learning, metacognitive strategies, English teachers, self-directed learning, professional development.Annotasiya
This article investigates the impact of metacognitive strategies on enhancing independent learning skills among English teachers. Recognizing the crucial role of self-directed learning in professional development, the study introduces a framework incorporating metacognitive techniques such as self-regulation, reflection, and strategic planning. A mixed-methods approach was employed, involving quantitative surveys to assess changes in independent learning behaviors and qualitative interviews to gain deeper insights into teachers' experiences. Results indicate that the implementation of metacognitive strategies significantly improved teachers' abilities to evaluate their learning processes, set realistic goals, and adapt their teaching practices.
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