Автономність студентів у вивченні іноземних мов: модель змішаного навчання

Abstract

The article is aimed to discuss the role of information technology in developing learner autonomy; more specifically it addresses the question of raising the efficacy of teaching a foreign language with the help of integrating digital technologies as one of the tools of enhancing learner autonomy. The concept of autonomous learning is analyzed. Such distinctive features of learner autonomy are distinguished: ability to set goals; ability to select an appropriate process; ability to select and use materials and tools; ability to select and use appropriate technique; ability to reflect on one’s progress and performance. Ways of using information resources to teach different aspects of a foreign language are outlined. The advantages of using digital tools that ensure autonomy in learning speaking, writing, grammar and vocabulary are highlighted. Examples of online educational resources that have proved their efficiency are given. The emphasis is placed on the fact that gamification with the help of online tools is a powerful way of involving even low-motivated students to active classroom interaction. It is underlined that students’ role needs to be not only passive (when a teacher selects material and students complete tasks) but also active (students need to understand well what online instruments can be useful at each stage of completing a task so that they can use them autonomously). It is important for teachers to provide feedback on students’ performance so that they can understand their mistakes and avoid them in the future. As a result, regular work with such resources enhances not only analytical thinking, but also team-working skills and cooperation, providing at the same time opportunity for autonomous learning. It is established that incorporating blended learning methods into teaching foreign languages is an effective way of encouraging learner autonomy, which leads to increased motivation and life-long development.