THE MANIFESTATION OF METACOGNITIVE COMPETENCE (SELFMONITORING AND SELF-REGULATION ABILITY) IN ERROR CORRECTION AMONG PRE-SERVICE GERMAN LANGUAGE TEACHERS

Abstract

 This article examines the manifestation of metacognitive competence in
pre-service German language teachers during the process of error correction. The study
explores the theoretical foundations of metacognition, focusing on self-monitoring and selfregulation mechanisms in identifying, analyzing, and correcting linguistic errors. Special
attention is given to reflective practices in the development of professional teaching
competence. The findings highlight the importance of strengthening metacognitive strategies
in teacher education programs to enhance effective error correction skills