Developing independent learning skills: a key success factor for school students in learning English

This article is devoted to organizing students’ independent work when learning English and justifying it as a key factor in achieving success. Methodological requirements for independent work are also presented.

Keywords: independent work, English, schoolchildren, learning success, motivation, learning strategies.

Данная статья посвящена организации самостоятельной работы студентов при изучении английского языка и обоснованию ее как ключевого фактора достижения успеха. Также представлены методические требования к самостоятельной работе.

Ключевые слова: самостоятельная работа, английский язык, школьники, учебная успешность, мотивация, стратегии обучения.

Independent work of a student is one of the most important components of the educational process, during which the formation of skills, abilities, and knowledge occurs. In this regard, planning, organizing, and implementing student's independent work is the most important task of student learning. The student reduces his independent activity and independent work (as a component of this activity), at best, to doing homework. Independent work, however, should not be seen as just doing homework. It includes all types of independent student work in and outside the classroom. The most acute problem of organizing independent work arises when teaching foreign languages in higher educational institutions, where a foreign language is not a major discipline, which creates certain difficulties for its study. In addition, the specificity of a foreign language is that a language cannot be taught, it can only be learned, i.e. the student must show maximum activity and independence in all types of speech activity.

For a student's independent work to be effective, it is necessary to fulfill several conditions, one of which is the methodologically correct organization of the student's work in and outside the classroom. By the above problems, a target setting for the entire period of training, and structural training cycles are formulated, and the content of training, work methods, and means of pedagogical communication are adjusted [1, p. 197]. This approach helps solve the problem of continuity, as it stimulates students to acquire new knowledge, introducing them to the world of scientific knowledge in the field of their future professional activity. Particular attention is paid to the need to instill “the ability to self-organize, independence, high self-awareness, self-confidence, a combination of independence of thinking and action with social responsibility” [2, p. 57]. Within the framework of this approach to the problem under consideration, the main goal is the formation of the student's personality as an active subject of educational activities, his comprehensive preparation for the continuous process of education, self-development, and self-improvement. Consequently, the task of the teacher is not only to transfer to students the sum of their knowledge but to develop in them the skills of self-organization and independent acquisition of knowledge.

The basis of independent self-educational work is the student's ability to manage himself: in the process of his independent cognitive, constructive, and creative activity, self-organization is of particular importance — the activity and ability of the individual associated with the ability to organize oneself, which are manifested in determination, activity, validity of motivation, planning of one's activities, independence, speed of decision-making and responsibility for them, critical assessment of the results of one's actions, sense of duty.

Self-educational activities of students can be reduced to several main types:

— visual, audiolingual perception — familiarization with electronic publications — books, articles, newspapers, newsletters, audio and video broadcasts;

— active activities — solving tests, exchanging emails, online language games;

— creative, educational, and communicative — creating your web pages, podcasts, etc [3, p. 134].

The social and pedagogical need for education that ensures the effectiveness of the process of developing an individual’s ability to self-educate requires the development of an appropriate pedagogical concept to ensure the development of this ability.

Independent work of the student makes control over the acquisition of knowledge and skills more “visible”. This allows the teacher to more accurately and quickly guide the student and better mobilize his efforts in further work. Along with shortcomings, achievements in educational activities are also clearly manifested, which stimulates the experience of positive feelings and activates the cognitive process. Activating students' independence presupposes the presence of a certain communicative and stimulating environment. The main organizational components of such an environment are the organization of activities, organization of interaction, organization of incentives, organization of learning content, organization of control and evaluation criteria [4, p. 56].

The organization of activities involves managing the independent work of students and the joint creative work of the teacher and students, which is carried out through a properly organized communication system and largely depends on each of the participants in the educational process.

The second component for creating a communicative-stimulating environment is the organization of stimuli. An important stimulus is the content component [4, p. 61]. The content of training includes language and speech materials necessary for the formation of linguistic and communicative competencies in various areas of communication, including future professional activities. The role of the teacher in the process of implementing this component becomes a very significant and system-forming factor in the success of the professional training of a specialist. When selecting training content, the teacher must remember the following requirements:

— educational and methodological complex, which includes teaching material of different levels and materials of different nature (for reading, listening, etc.), must strictly correspond to the learning objectives in a particular educational institution and meet the needs of students;

— the educational and methodological complex must cover all aspects of the language; new language material must be introduced clearly and accessible; consolidation of new language material should be carried out thoroughly and variedly;

— the pace of studying the material must correspond to the learning objectives and must be individually differentiated, the pace should not be too fast, not too slow;

— repetition of material and monitoring of learning results should be thorough and regular;

— the content of the textbook materials should be informative, interesting, educational, illustrated — so that it is easy to work with;

— the educational and methodological complex must be provided with a sufficient number of methodological recommendations for teachers and students for the successful use of this educational material;

— students must be able to use grammar reference books and various dictionaries;

Monitoring the completion of independent tasks, taking into account achievements and shortcomings in homework allows the teacher to draw certain conclusions about his influence on the student and, on their basis, flexibly change the teaching methodology, introduce new things into it, and improve its organization and planning. This situation creates conditions for continuous improvement of the educational process and increases its effectiveness [5, p. 178].

Considering the features of organizing independent work in the formation and development of foreign language communicative competence of students, we note that, like any other humanities, the discipline «Of English» contributes to the formation of students' speech communicative, intercultural competencies, and the development of cognitive independence. Cognitive independence is manifested in independent cognitive activity. One of the forms of manifestation of this personality quality is the student's solution to problems that lead him to new knowledge and methods of action.

The forms of independent work can be varied. For example, «translation bureaus», competitions for the best translation, research work on word formation, etc. can be aimed at the in-depth development of reading skills and techniques for translating professionally oriented texts.

Great opportunities for managing students’ independent work are provided by exercises that develop the ability to operate with unknown vocabulary. Work can go in two directions: learning to determine the meanings of previously unstudied words based on guesses from the context and knowledge of the rules of word formation, as well as from a bilingual dictionary [6, p. 89].

The development of skills in working with a bilingual dictionary (general, polytechnic, special) should take place in a system — with a clear gradation of exercises intended to be performed in the classroom under the guidance of a teacher, independently in the classroom and outside it.

To be able to use a dictionary, it is necessary, first of all, to know the alphabet, the principle of arrangement of words in the dictionary, and the designation of abbreviations. Students must be able to translate derivative and complex words, and phraseological units, and must also learn to choose from among many meanings one word that is suitable in meaning [6, p. 101]. All this must be taught consistently, therefore the development of these skills is included as a learning goal in calendar-thematic and lesson plans. Students should be taught to use other aids — various encyclopedias (for example, to clarify unfamiliar concepts, get acquainted with the biographies of foreign writers, scientists, and politicians when reading at home, etc.).

The following sequence of learning to work with the dictionary is proposed.

— During the orientation lesson, the teacher introduces students to the types of dictionaries, their structure, dictionary entries, tables, abbreviations, etc.

— Work under the guidance of a teacher gradually turns into independent work of students with the dictionary. During independent work in the classroom, students perform exercises aimed at developing skills in working with a dictionary.

The final stage is the completion of extracurricular assignments: home reading, and translation of polytechnic and professionally oriented texts. Thus, the management of students' independent work should be aimed at creating in them the need to study a foreign language.

In conclusion, fostering independent learning skills among school students is undeniably a pivotal factor in their success in mastering the English language. The ability to take ownership of one's learning journey equips students with invaluable tools for lifelong education and personal growth [7, p. 37]. By encouraging self-directed learning, educators empower students to navigate the complexities of language acquisition with resilience and adaptability. As we navigate an increasingly interconnected world, independent learners are better positioned to thrive in diverse linguistic environments and meet the evolving demands of the global landscape. Investing in the development of independent learning skills is not merely an educational strategy; it is a commitment to cultivating empowered, resourceful, and confident individuals who are prepared to face the challenges of language acquisition and beyond. Through this emphasis on autonomy, schools play a crucial role in shaping not only proficient English speakers but also lifelong learners capable of seizing opportunities and contributing meaningfully to the broader community.

References:

1. Vygotsky, L. S. Mind in Society: The Development of Higher Psychological Processes. — Harvard University Press, 1978.
2. Zimmerman, B. J. Attaining self-regulation: A social cognitive perspective. — Academic Press, 2000.
3. Ellis, R. The Study of Second Language Acquisition. — Oxford University Press, 2008
4. Richards, J. C., & Schmidt, R. Longman Dictionary of Language Teaching and Applied Linguistics. — Pearson Education, 2002.
5. Holec, H. Autonomy and Foreign Language Learning. — Pergamon, 1988.
6. Sydykova T. M. Differentiated training of students in the process of performing independent work. — Scientific works of Osh State University, 1996.