Developing Metacognitive Skills Through Problem-Based Learning
The key components for developing metacognitive skills include reflection on one’s knowledge, self-monitoring, self-assessment, and effective planning of the learning process. The problem-based learning method creates an environment conducive to developing these skills. When students are presented with problem-solving tasks in chemistry, they have the opportunity to critically evaluate their knowledge and skills.
For example, while discussing chemical reaction equations in English, students can engage in the following metacognitive processes:

1. Understanding how they apply their chemistry knowledge and English chemical terminology.
2. Identifying gaps in their knowledge and determining which concepts need further exploration by asking themselves questions.
3. Reviewing their solutions, correcting errors, and planning which strategies to use next time.
   These processes help students gain a deeper understanding of chemistry in English while developing their metacognitive skills (Anderson, 2002).

Monitoring and Evaluating Development The study involved observing the development of key skills in individual students, as monitoring the development of all students in this context can be challenging. Furthermore, it became evident that the results in learning are influenced by factors beyond the teaching methods used in class. Therefore, specific students were chosen to track the development of their metacognitive skills, problem-solving abilities, motivation, and mastery of English scientific terminology. This selection was made based on the students’ knowledge levels and the characteristics of their learning processes. Monitoring individual development helped identify how different factors (such as personal interest, homework completion, and class participation) influenced students’ learning outcomes. This approach allowed for more accurate and objective evaluation of the research results, clearly reflecting each student's changes during the learning process. Pre- and Post-Study Results To present the results of the study, we focus on the development of the following four main factors: 1. Development of metacognitive skills 2. Development of problem-solving skills 3. Increased motivation for learning 4. Mastery of scientific terminology in English Key observed skills in research Post-Research The result of the study after the study 1 The development of metacognitive skills at a satisfactory level, but it is necessary to develop certain control and regulatory skills skills are significantly developed, thought processes are well controlled 2 Development of problem-solving skills at a good level, but there is a lack of clarity in solutions the ability to solve problems is significantly increased, creative decisions are made 3 Increased learning motivation there is motivation to learn, but it does not develop systematically approaches the educational process responsibly, has increased motivation 4 Mastering scientific terminology in English there are difficulties in understanding and using the terms the understanding of scientific terms is significantly improved, the ability to use terminology is developed

As a result, all the selected students demonstrated progress in the skills discussed above. For example: 1. Metacognitive Skills: Some students significantly improved their ability to monitor and regulate their thinking processes. For instance, one student carefully reviewed each step when solving chemical equations, ensuring their understanding was effective. 2. Problem-Solving Skills: Most students applied new approaches and creative ideas when solving challenging problems in chemistry and physics. One student independently researched physical phenomena and suggested new ways to apply formulas in practical situations. 3. Increased Motivation: Students became more engaged in their lessons and sought to expand their knowledge. For example, one student read scientific articles in English outside of class to deepen their understanding of the subject. 4. Mastery of Scientific Terminology in English: Students became more adept at using scientific terms in English in both chemistry and physics. One student confidently explained the properties of chemical elements in English, demonstrating accurate use of scientific terminology. These examples highlight the overall improvement in students' academic performance through enhanced metacognitive skills, problem-solving abilities, motivation, and proficiency in English scientific terminology. Conclusion The problem-based learning method is an effective approach for developing metacognitive skills in teaching chemistry in English. By solving problems, students have the opportunity to monitor and evaluate their knowledge. This process enhances their thinking abilities and increases their responsibility for the learning process. Furthermore, teaching chemistry in English strengthens students’ language skills, as they not only understand the subject but also gain experience in applying it in a foreign language. This, in turn, contributes to improving the quality of education and increasing learning motivation.

List of references Anderson, J. R. (2002). Cognitive Psychology and Its Implications (6th ed.). Worth Publishers. Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34(10), 906–911. https://doi.org/10.1037/0003-066X.34.10.906 Hmelo-Silver, C. E. (2004). Problem-based learning: An instructional model and its constructivist framework. Educational Psychology Review, 16(3), 235–266. https://doi.org/10.1023/B:EDPR.0000034022.16470.f3