Abstract
This study aims to identify the impact of metacognitive skills and critical thinking on learning success. The academic performance of students in the discipline «English language» was chosen as the criterion for evaluating the success of their studies. In addition, the study used the results of students' self-assessment of their English language proficiency. The study involved 104 students studying for a master's degree at Kazan National Research Technological University (Russia) and Isfahan University (Iran). To assess the level of development of metacognition among students, the Metacognitive Awareness Questionnaire (MAI) by G. Schraw and R.S. Dennison adapted by A.V. Karpov and I.M. Skityaeva was used. A questionnaire based on the Holistic Assessment of Critical Thinking (HCTSR) indicators developed by Peter A. Facione and Noreen C. Facione was used to assess critical thinking. As a result of the study, it was concluded that critical thinking has a direct correlation with the academic performance of students in the discipline «English language». At the same time, there was no statistically significant relationship between learning success and the level of metacognitive awareness in general. The study also showed that learning success is impossible without taking into account the context of the student's situation.
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