Keyword: «autonomous learning»

According to federal state educational standards of the third generation, foreign language proficiency belongs to the general cultural competence of university graduates. In a non-linguistic university, one of the tasks of teaching foreign languages is to increase the level of understanding professionally oriented texts. The introduction and widespread use of information and communication technologies and Internet technologies in education requires an adjustment of the means and methods of teaching foreign languages. Moodle has been considered as a learning tool towards promoting students’ reading comprehension. The participants were 156 EFL students, majoring in mathematics. They were taught three kinds of professionally-oriented informative reading: 1) perceptive informative reading; 2) evaluative perceptive reading; 3) creative informative reading. The goal of this study is to compare the level of foreign language reading comprehension before and after the course “Academic Reading” using LMS Moodle. During the course students of the experimental group had a wide reading practice in the format of Hot Potatoes, Treasure Hunt, Subject Sampler, Multimedia Scrapbook and Web-Quests. Prior to experiential learning, the level of understanding of foreign texts was 25% in the experimental group and 26% in the control group in extensive reading. After the experiment the data was 78% students showed high level of reading comprehension in the experimental group and only 43% students in the control group. At the beginning of the study only 18 % of students in experimental group and 15% of students in control group demonstrated high level of reading comprehension in intensive reading. After two years of experimental training the indicators reached 53% in the control group and 88% in the experimental group with a coefficient p> 0.05. In total, the level of understanding of the foreign language text increased on average by 50% in the experimental group, and by 20% in the control group.

the article considers the understanding of autonomous learning from the point of view of foreign and Russian scientists, its general and distinctive features in comparison with individualization, self-training, self-regulation.

The article examines the essence of autonomous learning in a modern university, its role in the context of distance learning. The ideas of students and teachers about autonomous learning are revealed. Shown are the current directions of research in the context of autonomous learning in Russia and abroad.

Modern language education is being transformed due to the transition to digital didactics. The primary vector is the introduction of multimedia tools for the development of competences in the field of professional communication. The integration of resources is relevant, among which virtual and augmented reality (VR/AR) technologies play a key role. Despite the interest of the scientific community, a number of issues remain controversial. There is a problem of methodological uncertainty in the use of immersive tools in independent work. The concepts of artificial intelligence and VR/AR are often mixed up, which blurs the subject area boundaries. There is no clear definition of autonomous learning: whether it is independent or involves supervision. Technical and pedagogical barriers hinder the implementation of innovations. The aim of the study is to examine the practice of using VR/AR technologies in the autonomous teaching foreign languages to graduate students in the field of professional communication. A number of tasks has been solved: analysis of sources to identify the status of the problem; classification of VR/AR platforms for training; development of methods for using immersive environments (virtual travel, simulation of situations, gamified quests); experimental testing at universities using questionnaires and statistical analysis. The results demonstrate the effectiveness of the approach. The quality of learning in the VR/AR using group was 24% higher than in the traditional format. The survey revealed that 92% of students positively assessed the use of immersive technologies, noting an increase in motivation and a decrease in the psychological barrier. Visual support contributed to a reduction in cognitive load and a better understanding of tasks. The authenticity of the context and the security of the virtual environment have reduced learning anxiety. The theoretical significance of the work lies in the systematization of knowledge about the didactic potential of VR/AR and clarifying the concept of autonomous learning. The practical significance lies in the development of ways to introduce virtual and augmented reality technologies into the training of graduate students. The proposed methods make it possible to create scenarios for foreign language communication and prepare specialists to work in a global environment without changing location. This is especially important in the context of limited resources. Integration will require the training for teachers and the improvement of curricula.