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Introduction. The authors addressed the problem of using metacognitive strategies as an effective way to develop students’ lexical knowledge when reading online in foreign language classes at a university. The purpose of the study is to substantiate the effectiveness of using metacognitive strategies when students read online and to evaluate their impact on the success of learning reading and vocabulary. Materials and Methods. In order to achieve the purpose of the study, the authors used theoretical (analysis, comparison) and empirical (observation, survey) methods. The experimental groups of students completed an electronic survey, which included a set of questions distributed into sections covering adapted questionnaires to assess the reasons for students performing certain actions in the process of reading, planning, monitoring and evaluating what they read, as well as a set of factors that can influence the improvement of students’ lexical knowledge. Results. The authors analyzed and summarized the results of students’ work with texts, exercises and vocabulary in three experimental groups of students, divided according to the degree of using metacognitive strategies in teaching online reading, and came to the conclusion that students of the first experimental group who took a course in metacognitive strategies surpassed students in the other two groups in terms of their ability to plan, control and evaluate reading (according to questionnaire data). Students of the first experimental group showed the best results in mastering lexical skills. Thus, the use of metacognitive strategies in teaching online reading has contributed to better results for students when working with texts and vocabulary. Conclusions. The results of the study demonstrate that teaching students metacognitive strategies for online reading is an effective way to work with texts and vocabulary in foreign language classes.
Gertsen et al. (Sun,) studied this question.