The formation of students’ self-organisation and self-assessment skills in a competitive foreign learning environment: Case study

Abstract

Introduction . Nowadays, creating a new type of economy requires graduates with a set of specific personal competencies that allow them to manage their own professional growth and objectively assess strengths and weaknesses. Aim. The aim of the research is to analyse the experience of forming self-organisation and self-development competencies in non-linguist students due to new approaches to independent work in a competitive learning environment and the procedures of self-assessment, mutual evaluation and peer assessment of the achieved learning results. Methodology and research methods . The model of students’ independent work in a foreign language learning and authentic assessment is described. Various data collection strategies were used in a longitudinal three-year study involving 76 students of the experimental group and 75 students of the control group, as well as 4 expert teachers. To prove the statistical significance of the obtained data, Student’s t-test and Fisher’s test were applied. Results . Comparative analysis of data confirmed different dynamics of formation of self-organisation and self-evaluation competencies in the experimental and control groups. The number of students in the experimental group, experiencing difficulties in organising their independent work in a foreign language, decreased by 36%; the share of students, able to critically evaluate the results of their own activities, increased by 32%. In the control group, similar indicators improved by 4% for each of the criteria, which is statistically insignificant. Scientific novelty. An alternative model of organising students’ independent work in a competitive learning environment was developed. It proved to be effective for training students’ self-organising skills, critical evaluation skills and personal responsibility to success in life. Practical significance . The implementation of the proposed model in higher education will contribute to the formation of the necessary personal competencies necessary for future professional activities in a rapidly changing world. It is proposed to continue testing new non-standard approaches to the development of these competencies.