Abstract
The study aims to find out whether it is possible to foster students’ learner autonomy in the context of ESP language learning in non-linguistic universities by using a special approach. The experiment was carried out at National Aviation University in Ukraine with two groups of first-year students of electronics (experimental and control) in 2018-2019. Testings to determine students’ level of communicative competence in English and surveys to identify students’ level of learner autonomy development were conducted in September and May of the same year of education. The control group did not receive any special training, while in the experimental group were created special learning conditions. With the purpose to prepare students to accept responsibility for their learning, they were given the opportunities to choose educational materials; to set goals of their learning; to reflect the process and evaluate the results of learning, etc. Modern technologies were widely used as well as scaffolding (if necessary). According to the results of the experiment, it was stated that only a part of the most active students used the created conditions and gained experience in autonomous learning. The conclusion was made about creating such an environment. It is a challenge that is appropriate to realize to give an autonomous learning experience to aspiring students.
Highlights
1.1 The problem statementEducation in the age of globalization and integration is closely linked to the level of competitiveness of university graduates, which today largely depends on their ability to work with information, self-study and acquire knowledge independently
The new Ukrainian educational standards introduction has resulted in the transfer of a large part of the work aimed at the mastering of educational material to outside the classroom, leaving the volume and content of the programs unchanged
It can be seen that students of both groups demonstrated readiness to take some risk in learning English, especially significant growth was in experimental group 0% →30%, while Control demonstrated 0% → 22,2.%, which proves students’ autonomy development
Summary
1.1 The problem statementEducation in the age of globalization and integration is closely linked to the level of competitiveness of university graduates, which today largely depends on their ability to work with information, self-study and acquire knowledge independently. The new Ukrainian educational standards introduction has resulted in the transfer of a large part of the work aimed at the mastering of educational material to outside the classroom, leaving the volume and content of the programs unchanged. The discrepancy between the amount of knowledge a student has to absorb and the time allotted for this makes him or she look for effective ways to organize students’ independent work. The problem of students’ willingness to learn for a lifetime depends on the development of self-directed learning activities. In this regard, students’ independent learning activity has a special role and involves the transition to a ‘subject-subject’ interaction between a teacher and a student, shifting a focus on active methods of mastering knowledge. The whole learning process should be re-oriented towards promoting students’ selfdevelopment, motivation raising, and learners’ autonomy fostering
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