Abstract
AbstractThis study is based on the assumption that the success of a student in mastering a second language (L2) depends on the level of development of metacognitive skills, and that the level of development of metacognitive skills among bachelors and masters has certain differences.The total number of participants in the study is 588 students from Kazan National Research Technological University (KNRTU) and the University of Isfahan (Iran). To assess metacognition, the Metacognitive Awareness Inventory (MAI) by G. Schraw and R. S. Dennison was used. To assess critical thinking, a questionnaire was developed based on the indicators of the Holistic Critical Thinking Scoring Rubric (HCTSR) by A. Facione and Noreen C. Facione. The assessment of critical thinking was carried out by the self-assessment method of the respondents. We used self-assessment of English proficiency (L2) also as a measure of learning success. The results obtained confirm that there are statistically significant differences in the level of development of metacognitive skills among bachelors and masters. The study found that as the level of education rises (from bachelor to master), the level of metacognitive awareness and critical thinking rises as well.KeywordsMetacognitive skillsCritical thinkingLearning English as a foreign languageHigher education
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