Innovation in Language Learning

The main idea of the paper is to point out the importance of teachers´ metacognitive strategies. In order to become a good teacher and be able to facilitate and transfer the knowledge to learners, teachers themselves should have developed certain level of cognition and metacognition. Specifically, the paper focuses on the awareness of metacognitive reading strategies in students of English language teaching at the Faculty of Education. Understanding metacognitive reading strategies as a core component responsible for successful foreign language reading comprehension, the research question was formulated to investigate the relationship between the variables. To measure metacognitive reading strategies, two independent questionnaires of metacognitive awareness and perceived use of reading strategies, Survey of Reading Strategies SORS (Mokharti & Sheorey, 2002) and Metacognitive Strategy Questionnaire for Reading MSQ (Zhang & Seepho, 2013), were translated and adapted to the Slovak context. Reading comprehension was measured by a test with comprehension questions of an adequate difficulty. The results will be presented at the conference. Moreover, the pedagogical implications in the teaching of reading for EFL students in relation to the metacognitive awareness development will be discussed.