Document Type : Original Article
Authors
1
Department of Teaching English as a Foreign Language (TEFL), University of Hormozgan, Bandar Abbas, Iran.
2
University of Isfahan, Department of English, Isfahan, Iran, Associate Professor of Applied Linguistics
3
Kazan (Volga Region) Federal University, Research and Testing Laboratory "Intelligent Technologies of Text Management", Senior research associate
4
Kazan National Research Technological University, Department of Social Work, Pedagogy and Psychology, Kazan, Professor, Doctor of Pedagogical Sciences
5
Kazan National Research Technological University, Department of Social Work, Pedagogy and Psychology, Kazan, Associate Professor, Candidate of Pedagogical Sciences
10.22077/ali.2026.11073.1235
Abstract
Despite many international connections between Iran and Russia, there seem to be very few studies focusing on a comparative design. Considering the importance of 21st-century skills in recent decades, this study focuses on Iran and Russia to investigate the possible relationship between success in English language learning, metacognitive skills, and Critical Thinking (CT) skills in two groups of university students in the two countries. A total of 651 participants (393 Russian students and 258 Iranian students) were recruited as the convenience sample for this research. To gather the data, several valid instruments were used, and to analyze it, comparative correlational statistics were performed. After the first analysis, 588 answers were selected for further processing. The results revealed a significant relationship among success in English language learning, students’ CT levels, and the development of metacognitive awareness. Moreover, the differences between the two groups can provoke mutual research and training collaborations for educational purposes. Considering the connections between the two countries, it might be a fruitful line of research to study. The implications of the findings can be linked to the joint educational projects at the tertiary level. In addition, the findings can be beneficial for seminars, workshops, and teacher training courses.
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