Keyword: «learner autonomy»

The article examines the principle of autonomy of students and teachers in foreign language education. The relevance this principle for modern Russian reality is analyzed in accordance with the current federal state standard. Various approaches to understanding the autonomy of teachers are investigated, and the experience of teachers of Russian State University named after S.A.Yesenin on the successful implementation of the principle of autonomy in practice is also considered.

The article discusses the role of artificial intelligence in addressing students’ motivational crisis and fostering learner autonomy in the process of foreign language acquisition. Psychological causes of demotivation are outlined, pedagogical conditions for developing autonomy are analyzed, and the potential of AI-based digital platforms is demonstrated. Using the platform “Vzaniya” as a case study, the article shows practical mechanisms for visualizing progress, reducing anxiety, and enhancing learner engagement.

The article considers «language portfolio» as a modern and effective tool of assessing and self-assessing foreign language proficiency. The essence of the concept is revealed, the main types and functions of the language portfolio are described, and its potential for personalizing learning and forming learner autonomy is demonstrated. It is emphasized that, unlike traditional forms of assessment, the language portfolio involves the student in the assessment process, developing reflection, responsibility and motivation. The language portfolio allows comprehensive monitoring of a student's language development dynamics, combining quantitative and qualitative criteria, and captures not only academic achievements, but also personal growth of the student. In conclusion, the article outlines the perspectives for developing differentiated portfolio models for various age groups and integrating them into the national education system.