STUDENTS’ COGNITIVE AUTONOMY FORMATION IN THE PROCESS OF ENGLISH FOR SPECIFIC PURPOSES LEARNING: A MODEL OF IT IMPLEMENTATION INTO TRADITIONAL TEACHING
PDF

Keywords

autonomy
cognitive
model
formation
ESP
blended learning
information technologies

How to Cite

[1]
V. I. Dovhanets, “STUDENTS’ COGNITIVE AUTONOMY FORMATION IN THE PROCESS OF ENGLISH FOR SPECIFIC PURPOSES LEARNING: A MODEL OF IT IMPLEMENTATION INTO TRADITIONAL TEACHING”, ITLT, vol. 78, no. 4, pp. 105–115, Sep. 2020, doi: 10.33407/itlt.v78i4.2833.

Abstract

Due to the rapid development of new information technologies, educational techniques require rethinking of approaches to teaching methods and tools to fulfill the needs of learners regarding their training for the future job. The educators should consider not only the interests of students but the demands of employers who are looking for quick-thinking specialists ready to acquire new knowledge and skills in short terms. The article presents a model for teaching ESP (English for Specific Purposes) which facilitates formation of students’ cognitive autonomy. On the basis of scientific and theoretical analysis of this issue, the author considers the methodological approaches to its elucidating. To clarify the structure of students’ cognitive autonomy, the author provides the components and their subjective links on the subcomponents level on the hierarchical basis. The author determines the criteria and levels of students’ cognitive autonomy as well as subjective and objective factors influencing the efficiency of students’ cognitive autonomy in ESP study which were obtained through methods of mass survey (interviews, conversations, questioning), targeted observation of the formation of students’ cognitive autonomy; methods of testing and ranking. As a result, the author designed and implemented into practice a model for teaching ESP, which represents a flexible educational environment with a suitable choice of teaching techniques, modes, strategies, tools, and resources on the basis of the integral unity of information technologies and traditional teaching technologies. The stages of the experimental teaching included the following: preparing the experiment, implementing, processing the results, and interpreting them. For the analysis and correlation of the income and the outcome sample data, the author applied statistical methods. Thus, the synthesis stage of the experiment allowed confirming the effectiveness of the implemented model for teaching ESP, which facilitates students’ cognitive autonomy formation.

PDF

References

UNESCO, “The Belem Framework for Action: Harnessing the Power and Potential of Adult Learning and Education for a Viable Future: (UNESCO: CONFINTEA VI: December, 2009),” Adult Learning, vol. 22, no. 4, pp. 42-50, Sept. 2011, doi: 10.1177/104515951102200409. (in English)

S. Klees, “Will We Achieve Education for All and the Education Sustainable Development Goal?” in Education for People and Planet: Creating Sustainable Futures for All by UNESCO. The Global Education Monitoring Report, UNESCO Paris, 2016. [Online]. Available: https://unesdoc.unesco.org/ark:/48223/pf0000245752 (in English)

C. Duke, H. Hinzen, “Adult Education and Lifelong Learning Within UNESCO: CONFINTEA, Education for All, and Beyond,” Adult Learning, vol. 22, no. 4, pp. 18-23, Sept. 2011, doi: 10.1177/104515951102200404. (in English)

UNESCO. “Lifelong learning. UNESCO Education Sector Technical Note.” UNESCO. http://uis.unesco.org/sites/default/files/documents/education-2030-incheon-framework-for-action-implementation-of-sdg4-2016-en_2.pdf. Accessed on: May 8, 2015. (in English)

UNESCO. “Education 2030: Incheon declaration and framework for action: Towards inclusive and equitable quality education and lifelong learning for all,” United Nations Educational, Scientific and Cultural Organization, UNESCO, Paris. [Online]. Available: https://unesdoc.unesco.org/ark:/48223/pf0000245656 (in English)

A. Leontev, Philosophy of Psychology. From the scientific heritage, Moscow, Russia: Publishing House University, pp. 5-21, 1994. (in Russian)

S. Rubynshteyn, Theoretical questions of psychology and the problem of personality, Moscow, Russia: UMK Psykhologiya, 1982. (in Russian).

M. Soldatenko, “Theory and practice of independent cognitive activity,” Kyivske Vydavnytstvo NPU imeni M. P. Drahomanova, 2006. (in Ukrainian)

Y. Zymnyaya, “Key competencies - a new paradigm of education outcome,” Vsshee Obrazovanye Sehodnya, vol. 5, pp. 34-42, 2003. (in Russian)

N. Alekseev, “Personality-centered schooling,” Rostov N/D Fenyks, 2006. (in Russian)

I. Bekh, From will to personality, (in Ukrainian). Kyiv, Ukraine: Ukrayina –Vita, 1995. (in Ukrainian)

H. Kytayhorodskaya, Methodology of initiative foreign languages teaching, Moscow, Russia: Vysshaya shkola, 1982. (in Russian)

M. Weimer, Learner-centered teaching: five key changes to practice, Hoboken, NJ, USA: Wiley, 2013. [Online]. Available: http://www.dartmouth.edu/~physteach/ArticleArchive/Weimer_excerpt.pdf (in English)

S. Arkhanhelskyy, The educational process in higher education, its regular principles and methods, Moscow, Russia: Vysshaya shkola, 1980. (in Russian)

V. Bespalko, System-methodological support of the educational process of training specialists, Moscow, Russia: Vysshaya shkola, 1989. (in Russian)

I. Malafiyik, Didactics, Kyiv, Ukraine: Kondor, 2005. (in Ukrainian)

W. Roth, I. Roth, Redefining U.S. education: a systematic approach to teaching. Boca Raton, USA: CRC Press, 2016. (in English)

L. Dam, L. Legenhausen, “Language acquisition in an autonomous learning environment: Learners' self-evaluations and external assessments compared,” In S. Cotterall & D. Crabbe, Learner autonomy in language learning: Defining the field and effecting change. Frankfurt am Main, Germany: Peter Lang, 1999, pp. 89-98. doi: 10.3726/978-3-653-02293-3. (in English)

V. Kohenon, “Experiential language learning: second language learning as cooperative learner education,” Collaborative Language Learning and Teaching, Cambridge University Press, pp. 14-39, 1992. (in English)

Authors who publish in this journal agree to the following terms:

  1. Authors hold copyright immediately after publication of their works and retain publishing rights without any restrictions.
  2. The copyright commencement date complies the publication date of the issue, where the article is included in.

Content Licensing

  1. Authors grant the journal a right of the first publication of the work under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License (CC BY-NC-SA 4.0) that allows others freely to read, download, copy and print submissions, search content and link to published articles, disseminate their full text and use them for any legitimate non-commercial purposes (i.e. educational or scientific) with the mandatory reference to the article’s authors and initial publication in this journal.
  2. Original published articles cannot be used by users (exept authors) for commercial purposes or distributed by third-party intermediary organizations for a fee.

Deposit Policy

  1. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) during the editorial process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (see this journal’s registered deposit policy at Sherpa/Romeo directory).
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  3. Post-print (post-refereeing manuscript version) and publisher's PDF-version self-archiving is allowed.
  4. Archiving the pre-print (pre-refereeing manuscript version) not allowed.

Downloads

Download data is not yet available.