Autonomy in the Process of Online Learning English

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Abstract

The article deals the issues of organizing learners’ autonomy in the process of online learning English. There are theoretically substantiated methods and techniques for enhancing learner autonomy in the online English language teaching system. The author considered such aspects of the topic as learner autonomy, the specifics of online English language teaching at a university. The described results of a scientific literature highlighting the main scientific concepts of modern researchers’ review allowed us to reveal the peculiarities of the learner autonomy in the process of online learning of the English language organization. Particular attention in the article is paid to the activation of the students’ motivational and semantic sphere for the development of autonomy in the online learning process. It was concluded that learner autonomy as a factor of effective online learning is ensured by specifically organized independent students’ activities which contributes the development their motivational and semantic area. It was based on the analysis’ results of pedagogical impact methods integration in the practice. The organization effectiveness of such an educational environment is carried out through the use of modern teaching aids that are available and meet the interests of students studying English.

General Information

Keywords: student autonomy, online learning, motivational and semantic sphere, English

Publication rubric: Digital Transformation and Online Education: Technologies, Tools & Models

Article type: scientific article

For citation: Guzova A.V., Dedova O.V., Ivolina T.V. Autonomy in the Process of Online Learning English. Digital Humanities and Technology in Education (DHTE 2021): Collection of Articles of the II All-Russian Scientific and Practical Conference with International Participation. November 11-12, 2021 / V.V. Rubtsov, M.G. Sorokova, N.P. Radchikova (Eds). Moscow: Publishing house MSUPE, 2021., pp. 97–105.

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Information About the Authors

Alexandra V. Guzova, PhD in Education, Associate Professor of the Department of Foreign and Russian Filology, Moscow State University of Phycology and Education, Moscow, Russia, ORCID: https://orcid.org/0000-0001-8335-6528, e-mail: guzovaav@mgppu.ru

Olga V. Dedova, Assistant Professor of the Department of Foreign and Russian Philology, Moscow State University of Psychology & Education, Moscow, Russia, ORCID: https://orcid.org/0000-0001-6321-4127, e-mail: olgadedova2007@gmail.com

Tatiana V. Ivolina, – assistant professor of the Department of Foreign and Russian philology, Moscow State University of Psychology & Educatio, Moscow, Russia, e-mail: ivolina-tatyana@yandex.ru

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