Reflective competence is increasingly recognized as a core component of professional and academic development in foreign language education. As students engage in communicative, interactive, and problem-based language learning, the ability to critically evaluate their learning strategies, linguistic performance, and personal progress gains importance. This article examines modern technologies and pedagogical approaches that foster reflective competence among students in the English language teaching process. Drawing on theoretical perspectives from Dewey, Schön, Kolb, and contemporary scholars in applied linguistics, the study analyzes effective digital, metacognitive, and instructional tools. A methodological model was applied in a small-scale qualitative study involving university students learning English as a foreign language. Findings demonstrate that structured reflection, digital reflective journals, guided self-assessment, and collaborative reflection significantly enhance students’ awareness, autonomy, and communicative proficiency. Recommendations for integrating reflective technologies into English language pedagogy are provided.  

Reflective competence, English language teaching, , metacognition

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