Purpose-this research is aimed to identify the metacognitive online reading strategies employed by MRU students and assess the interrelation between online reading strategies and metacognitive awareness. Design/methodology/approach-the authors present and evaluate the findings obtained by using Online Survey of Reading Strategies (OSORS), the survey, which helped to identify MRU students' metacognitive online reading strategies in a foreign language learning context. The methods applied in the research were the following ones: literature review and descriptive analysis of the obtained quantitative data. The quantitative research and descriptive analysis of the data received from the survey was applied. The target group of the study conducted at MRU consisted of 89 full-time students having different online reading experience. The sample was composed of students from five Bachelor study programmes studying in the academic year of 2012-2013. The instrument of the research (OSORS) was composed of 38 items. Findings-the findings obtained through the survey revealed that readers work directly with the text to solve problems while reading online. However, a low score on any of the subscales of the inventory (i.e. Support strategies use) indicates that there may be strategies in these parts that students might want to learn about and consider using them when reading online. By focusing students' attention on the metacognitive reading strategies identified in the OSORS language, teachers could help students improve their online reading ability. Teachers should include strategy awareness as training component in their students' online learning tasks. Research limitations/implications-the research sample is rather limited (89 participants). Practical implications-seeking to develop students' online reading capacity, it is valuable for teachers to discover students' preferences for online reading strategies and identify encountered problems before focussing on the online reading issues, in which MRU students need the most help. Originality/value-the findings in relation to the usage of metacognitive online reading strategies employed by MRU language learners imply that reading comprehension is not only a matter of language proficiency, but, in part, a matter of metacognitive reading online strategies.

Annotation. We live in a global society where education goes beyond the boundaries of one educational institution or even one country. In the European Union (EU) context, mobility of university students and their multilingual competence have always been a major concern and are at the heart of the EU policy towards the integration of its country members.Today we have to assume that multilingualism has become students' mobility and employability increasing factor. Seeing that, communication in several languages is an urgent need for young people who search for new learning or work experiences. Students from different nationalities or cultures come together to study in teams bringing with them different levels of language skills as well as expectations and beliefs of how they should be taught together. In other words, they contribute to the whole with their own cultural and linguistic input. The promotion of students' mobility in the EU has also had a huge impact in recent years in Lithuania, which has now become one of the countries with more students going abroad on an Erasmus programme.The conducted research focuses on Erasmus Exchange Students' self-evaluation of their language competence and reflections about the challenges they have encountered while applying their knowledge and skills in study process. For collection of data the qualitative research method was applied. The instrument was an interview composed of 10 open-ended questions. The paper also addresses a very important issue of interrelation between students' language competence and their educational aims.

The promotion of students' mobility in the EU has had a huge impact in recent years in Lithuania, which has now become one of the countries with more students going abroad on an ERASMUS programme. Apart from being a means of studies and communication, languages offer access to cultural knowledge, diverse social and cultural identities and also contribute to cross-cultural communication both within Europe and with the rest of the world. The experiences gained while studying and living in another country give students a better sense of what it means to be a European citizen. The paper presents an analysis of the survey findings into MRU Erasmus Exchange students' (20 respondents) reflections and communication experience through different languages in multicultural environment in host countries. The survey focuses both on students' benefits and challenges they have encountered while applying their knowledge and language skills in the study process and everyday communication.

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