The Authors’ Didactic Writing Practice Resources as a Means of Forming Learner Autonomy Skills

Abstract

The paper considers the specifics of forming learner autonomy skills, which are an important prerequisite for successful human activity in various spheres of modern education. The purpose of the study is to investigate how learner autonomy can be formed when linguistics students are taught Writing Practice and to substantiate the efficiency of the authors’ course in forming learner autonomy among linguistic students. Throughout an experiment that was run during one semester in groups of linguistics students, it was proved that the learner autonomy developed using specifically designed didactic resources, which are described in detail in the paper, resulted in the learners showing significantly improved writing skills. It can be concluded that learner autonomy, which is formed in the course of an integrated process, encourages more intense involvement of students in educational activities, e.g. searching for and processing information, completing assignments to develop discussion and argumentation abilities, etc. All in all, it eventually broadens the student’s mind and stimulates more effective acquisition of the desired skills.