Abstract
The paper investigated metacognitive strategies as an effective tool in the process of learning a foreign language, in particular in technical colleges. The purpose of the study was to determine the mechanism of integration of metacognitive strategies into foreign language learning in technical colleges. A comparison of metacognitive and cognitive strategies for learning a foreign language was made. The main stages of applying such strategies were analysed: planning, monitoring, evaluation, and regulation of educational activities. It was noted that planning included defining educational goals, choosing methods and resources, and allocating time. Monitoring involved monitoring understanding of the material, analysing errors and using self-testing. Evaluation contributed to a critical analysis of personal progress, reflection and correction of teaching methods. Regulation of the educational process ensured optimal organisation of work, supported of motivation and development of independent learning skills. Special attention was paid to the specifics of using metacognitive strategies in technical colleges, where language learning had a professional focus. Practical approaches to integrating these strategies into the educational process were proposed: project activities, technical translations, creating presentations and using interactive tasks. The main advantages and disadvantages of using metacognitive strategies in the process of learning a foreign language by students of non-linguistic specialities have been identified. It has been determined that the use of metacognitive strategies contributes to the development of critical thinking, increasing the efficiency of learning the material and forming autonomous learning skills. The use of such approaches in technical colleges allowed students to effectively adapt the acquired language knowledge to the professional environment, increase the level of their preparation for working with technical documentation and international cooperation