Metacognitive awareness as a factor of self-organization of foreign language competence of students in the process of learning a foreign language

One effective way of improving the quality of education and developing personal abilities and competences is through metacognitive awareness among students. In the context of this study, it is considered as the basis for the self-organization of systems, their qualitative transformation. The aim of the work was to develop conditions and a model to ensure the process of self-organization of foreign language competences by means of metacognitive awareness. The methods of comparative analysis, induction, deduction and pedagogical observation were used in the study. To determine the effectiveness of the model a set of diagnostic techniques was used: metacognitive engagement questionnaire (G. Shrow, R. Dennison), self-efficacy assessment technique (R. Schwarzer, M. Yerusalem, V.G. Romek), “Self-Organization Features Diagnosis” questionnaire (SFD) (A.D. Ishkov), “Self-Actualization” test (SAT) (E.Yu. Aleshina et al.). The data obtained during the experimental part shows an increase in the level of foreign language competences, metacognitive awareness and the appearance of personality neoplasms. The results of the study can be considered the creation of a model of self-organization and the testing of technology for the formation of foreign-language competencies.