Metacognitive strategies for developing critical thinking in generation Z linguistics students

Abstract

This article examines the use of metacognitive strategies to develop critical thinking and argumentation skills in linguistics students (Generation Z), who face difficulties processing information in depth and constructing logical discourse. The purpose of the article was to evaluate the potential of these strategies for developing critical thinking and argumentation. A mixed-methods study was conducted with 15 first-year linguistics students at NUST MISIS. Four reflective methods were implemented. Assessment consisted of impromptu monologues before and after the intervention, using CEFR-aligned criteria. Based on the results, 80% of participants improved their scores. The low level decreased from 33% to 7%, while the high level increased from 13% to 40%. Qualitative analysis revealed better argument structure, use of examples, and discursive coherence. Metacognitive strategies are effective for enhancing critical thinking and argumentation in this population by fostering awareness of discourse construction processes and self-regulation of learning