Keyword: «collaborative learning»

Modern school education takes many different forms. One of them is separate education, about which there are discussions. This article offers a brief excursion into the history of separate education, which lost its influence during the transformation of the Soviet system of education in the years of the Russian revolution, 1917-1922. the Purpose of this article is to present the search for effective forms of education and its purpose. The conclusion about ambiguity of joint education. Key words: school education, history of education, independent learning, collaborative learning, education reform.

In the rapidly changing conditions of both the educational and work processes, independent learning skills are more a necessity than a desirable requirement for its participants. The relevance of the problem under consideration is determined by specific requirements associated with English language teaching at a particular non-linguistic university where the students are supposed to have a high level of language proficiency and the academic load implies a large amount of independent work during vocabulary acquisition. Moreover, a growing trend towards shift to online learning calls for building students' autonomy skills. Therefore, the article aims at description of development conditions of learner autonomy to promote English vocabulary acquisition in non-linguistic students. The study was carried out from the perspective of constructivism learning theory which holds that knowledge is constructed by human upon foundation of previous experience and in an interaction with other people. Furthermore, the basis of the lexical approach is used which puts emphasis not on a large amount of exercises aiming at a complete vocabulary acquisition, but on the practice spread over time. The analysis of the academic literature made it possible for the author to identify the basic components of learner autonomy geared to expansion of students' English vocabulary – giving students control over their learning, use of student-centered approach, mastering vocabulary learning strategies and self-reflection skills, building peer-assessment skills, use of collaborative learning, raising motivation, teacher's facilitative style. The discussion of each component is accompanied by hands-on recommendations. The theoretical significance of the research lies in the fact that the seven identified components make up the model of formation of learner autonomy that fosters revisiting teacher-student relationships and empowering them with freedom of choice and more responsibility for their learning. The practical significance of this article lies in the possibility of conducting effective work with foreign language vocabulary by means of learner autonomy and tailoring its components to the learning goals and objectives of language courses.

The significance of the problem refers to the demand for English writing skills among different specialists as well as for the ways of their effective development by means of increasing student engagement in learning process. Besides, insufficient coverage of the student writing engagement is noted. Consequently, the article aims at a full consideration of the concept of student engagement, its relation to motivation, as well as the description of its enhancement strategies when teaching English writing. The angle of the research is determined by the framework of the humanistic approach which takes into account students' interests, aspirations, expectations, therefore, the lessons are characterized by student centeredness and sustaining intrinsic motivation. The study is also carried out from the standpoint of the self-determination theory assuming that student involvement increases when the main students' psychological needs for autonomy, competence and relatedness are met. Also the tenets of sociocultural theory become relevant as they imply that learning happens in interaction with other people, where the exchange of ideas and discussion of the acquired knowledge matter. In addition, the work is based on the process approach to teaching writing. It comprises the following stages: prewriting, planning, writing of a first draft, its redrafting and revising, proofreading. The literature review made it possible to identify the components of student engagement such as: behavioral, emotional (affective), cognitive and social. The article provides the description of each component accompanied by a number of their development strategies. The theoretical significance of the research refers to a complex description of student engagement that expands the perspective on the motivation problem in teaching writing, as well as open up new opportunities for development and sustaining self-regulated learning in this field. The practical significance of the work lies in the fact that the findings can be used when designing programs in foreign language writing in different learning contexts taking into consideration the students' needs and goals. Implementation of the described strategies for increasing student engagement in teaching English writing lays the foundation for students’ positive attitude towards the learning process and fosters their motivation.

The relevance of research and evaluation of the effectiveness of the implementation of personalization principles of education in collaborative learning through LXP platforms (using the example of intellectual processes of cognition) is determined by the dynamics of modern learning technologies development and the low number of research works on the potential of the effective implementation of personalization principles of education in collaborative learning based on LXP platforms. The goal is to evaluate the effectiveness of implementing personalization principles of education in collaborative learning through LXP platforms (using the example of intellectual processes of cognition). The research is based on several fundamental methodological approaches, including: systemic, individualized and cognitive approaches. The systemic approach is significant from the point of view of the development and debugging of the LXP platform, which was carried out during the practical stage of this research; individualized and cognitive approaches reflect the focus on subjective activity and taking into account the personal needs of students, principles of personalization during the ongoing experimental research. Systematization of the theory is carried out in the course of the research, revealing the specific features of collaborative learning, personalization and increasing the efficiency of using LXP platforms. The positive and effective impact of collaborative learning and individualization on the achieved learning outcomes is emphasized. It is noted that the principles of personalization based on LXP platforms are a fundamental functional element, which becomes a distinctive characteristic of the LXP platform. The comparison of LMS- and LXP-platforms demonstrates the advantage of the latter in working with highly motivated to learn groups, due to the provision of greater variety. The author describes the progress of assessing the effectiveness of the implementation of personalization principles of education in collaborative learning through LXP-platforms (using the example of intellectual processes of cognition), associated with the development of neuropsychological tests, deployment of the platform, its scaling, integration of additional functions, debugging, etc. This is the effectiveness of the developed functionality of the LXP-platform in the context of influencing cognitive processes that comes down to increasing the effectiveness of courses and reducing the time required to complete practical exercises. The theoretical significance of the study is related to the systematization of issues of collaborative learning, individualization and use of LXP platforms. The practical significance of the study is revealed from the point of view of the potential of using the described experience by teachers and developers of LXP platforms to increase the effectiveness of solutions intended for learning.

This article explores the application of collaborative learning technology in English language education. The methods discussed include discussions and projects aimed at developing both communicative and grammatical skills. The advantages and challenges of this technology in fostering students' independence and communicative competence are highlighted.