DEVELOPING METACOGNITIVE COMPETENCE IN FUTURE ENGLISH TEACHERS THROUGH READING AND LISTENING ACTIVITIES

This article explores the development of metacognitive competence in future English teachers through reading and listening activities. Particular attention is given to planning, monitoring, and evaluating learning processes. The study also examines CEFR requirements, especially at the B2 level, and highlights methodological opportunities for implementing a metacognitive approach. Practical activities are presented to develop reflection and autonomous learning skills.