Застосування зворотного зв’язку в автономному навчанні іншомовного спілкування

Abstract

The article deals with the use of feedback in the autonomous learning of foreign language communication of students in higher education institutions. The authors analyzed the scientific and methodological literature on the research topic, identified the main methodological fundamentals for the feedback application and provided recommendations for the use of feedback in the autonomous learning of foreign language communication of students in higher education institutions. The article identifies the levels of student autonomy, reveals the essence of the outcome and cognitive feedback, as well as the features of internal and external feedback. According to the developed abilities, the levels of student’s autonomy can be the following: a high / advanced level, a moderate / intermediate level, a low / beginning level. It is cleared out that the most frequent outcome feedback gives learners little advice on their own self-study. Scientists often compare cognitive feedback with outcome feedback. The latter also recommends some ways of dealing with difficulties. It is stated that the internal feedback is invoked by students’ monitoring of themselves and links their past outcomes with the expected. Simultaneously, students get external feedback from numerous sources. It can be spontaneous or conscious and intended. Feedback has been found to be a prerequisite for effective foreign language learning for students with different levels of autonomy.