CC BY
0UDC 371.314
INDEPENDENT WORK OF STUDENTS IN THE MODERN ENGLISH CLASSROOM
РЫНЕЙСКАЯ АНАСТАСИЯ АНДРЕЕВНА
студентка Института Языка и Литературы НАО «Северо-Казахстанский университет им. Манаша Козыбаева»
ДЕНИСОВА АНАСТАСИЯ АЛЕКСЕЕВНА
студентка Института Языка и Литературы НАО «Северо-Казахстанский университет им. Манаша Козыбаева»
САЛЕНКО ЛЮДМИЛА ЛЕОНИДОВНА
старший преподаватель кафедры «Германо-романская филология» НАО «Северо-Казахстанский университет им. Манаша Козыбаева» Петропавловск, Казахстан
Abstract: This study investigates the importance of independent work of students in foreign language learning. The article highlights the benefits of independent work, such as allowing students to pursue their interests and develop their skills at their own pace. Additionally, the paper explores various effective methods for independent learning, including reading, listening, speaking, and writing. The authors implemented listening and writing activities based on students' creative work outside the English classroom. This approach allowed students to explore the sphere of their interests, making learning process more effective.
Keywords: independent learning, foreign language learning, language proficiency, motivation, self-paced learning.
Currently, modernization is directly related to the growing attention to teaching foreign languages. Knowledge of a foreign language in the modern world is one of the most important needs for a highly qualified person. Since learning a foreign language is gaining more and more popularity every year, the methods of learning and teaching a foreign language are improved. One of the most common methods of learning a foreign language is independent work of students. It can be said that independent work is essential in educational process. In our study we made an attempt to consider it in more detail. The topicality of the research was the following: the educational process contains tasks that should be performed by students independently, under certain supervision of a teacher, but without his direct participation. Without the students' independent work on language learning, their self-control and self-esteem, it is unlikely that they will become highly qualified specialists capable of improving their knowledge of a foreign language in the future. In the process of independent work, the student must not only master the entire scope of the curriculum, but also acquire general and professional competencies. The aim of the research was to assess the efficacy of independent work in improving various language skills among students learning English. Specifically, the study evaluated Language Proficiency: assess the impact of independent work on students' overall language proficiency in English, investigated the development of speaking and listening skills through independent work, considering its influence on communication abilities, examined reading comprehension: scrutinize the role of independent work in enhancing reading comprehension, focusing on textual understanding and interpretation, explored writing competence: examined the improvement in writing skills attributed to independent work, including grammar, vocabulary, and overall composition, assessed motivation and self-directed learning: evaluated the impact of independent work on students' motivation and ability to engage in self-directed learning within the language acquisition context. The theoretical basis of the research comprised the works by such scientists as: Ph. Benson, D. Little, W. Littlewood, D. Gardner, H. Holec, L. Dam. The practical basis of the research was the educational and methodological complex «Solutions» by Tim Falla, Paul
Kelly, Helen Wendholt, Sylvia Wheeldon, published by Oxford University Press in the United Kingdom and text books for Kazakhstan.
Independent learning is not a new concept. Its twentieth-century roots lie in the work of educators such as Dewe and Tyler, who emphasized the need for teachers and students to take a greater responsibility for the educational process. It was argued that there is no generally agreed definition of 'independent learning'. When examining the literature 'it becomes apparent that different terms are used to mean the same thing'. It is clear that independent learning is sometimes used synonymously with terms such as 'autonomous learning', 'self-directed learning', 'independent study' and 'self-regulated learning'. [1] D. Little had previously expressed concerns that the various terms related to the notion of independent learning reflected a misconception that it was synonymous with a teacher-less approach to learning. [2] Two decades earlier Moore had equated independent learning with distance learning. There seems, however, to be sufficient agreement on a working definition within which varying interpretations can operate. [3] Unlike 'learner autonomy', which can be defined as the capacity for activating knowledge and abilities central to the learning process in order to 'take charge of one's learning' (Holec), independent learning is certain behaviour where the learner takes 'active' responsibility for the learning process (Dickinson; Broad). The element of individual learner responsibility is either implicit or explicit in most definitions, and clearly underpins the understanding of the authors. Another element is that independent learning is not synonymous with learning alone. While Rowsell and Libben caution that 'independent learners are often pedagogically and communicatively isolated', Kersten points out that independent learning is not a solitary experience but rather one 'in which the learner, in conjunction with relevant others, can make the decisions necessary to meet the learner's own needs'. [4] It is generally accepted that individual independent learners take responsibility for defining their learning needs, identifying the means to attain them, and monitoring and evaluating their own progress. This, however, is not necessarily achieved without support from teachers or peers. Some scientists note that learners will, at different stages in the learning process, be more or less teacher-independent or teacher-dependent. Similarly, different individual learners will choose to activate different aspects of independence in different ways, to different degrees, at different times, and in different learning contexts. It is the learner who decides the degree and type of control they wish to exercise over the learning process. [5]
According to D. Little a degree of learner autonomy can be seen as a highly desirable goal or product of independent language learning, for many learners their primary goal is learning of a language and not the development of learner autonomy. In the pursuit of their main goal, independent learners may decide that relinquishing a degree of control at one or more stages of the learning process is an effective learning strategy. [6] D. Little describes five potential misconceptions about learner autonomy. It is stated that "the most widespread misconception is that autonomy is synonymous with self-instruction". However, it means learning without a teacher or learning without direct control of a teacher. The scientist distinguished this term from the concept of learner autonomy as there is greater interdependence between teacher and learners in learner autonomy.
Other words that have been substituted for learner autonomy are self-access learning, self-directed learning, independent learning and self-regulated learning. Self-access learning is learning from materials or facilities that are organised to facilitate learning and self-instruction in using these materials. Self-direction is a particular attitude towards the learning task, where the learner accepts responsibility for all the decisions concerned with his learning but does not necessarily undertake the implementation of these decisions. [7] The scientist Holec describes this as the process or the techniques used in directing one's own learning. Independent learning refers to learning in which the learner, in conjunction with others, can make the decisions necessary to meet the learners' own learning needs. But learner autonomy is not only concerned about the decision-making process, it focuses on learners' needs and interests as well as working with a teacher. W. Littlewood suggested that a person needs to have four subcomponents: knowledge, skills, motivation, and confidence. He suggested that these components be honored in the development of learner autonomy.
Independent learning strategies help students build knowledge and skills in order to become self-directed, motivated, and independent learners. They provide opportunities for students to make decisions about their learning, investigate topics of interest in more depth, make discoveries about a new topic, and generate new thinking. In order to be effective independent learners, students must also master time-management and self-monitoring strategies. The process of independent learning enhances students' motivation because they are active participants in controlling their learning. Independent learning strategies allow students to select the materials they wish to present and to develop appropriate presentation formats to demonstrate their learning - for example, portfolios and response journals. Independent learning provides students with opportunities for self-reflection -thinking about their own learning and evaluating and revising the material before submitting or presenting their work.
In our research techniques for independent student work to improve English language learning were explored. Encouraging independent work allows students to take ownership of their learning and can significantly improve their English language skills. Here's how to integrate independent reading, writing, listening, and speaking activities for effective self-study:
Reading: Choosing Materials: Motivate students to select engaging materials based on their interests and level. This could include graded readers, articles from online news sources, young adult novels, or podcasts with transcripts.
Active Reading Strategies: Teach students techniques like summarizing key points, underlining new vocabulary, creating mind maps, or answering comprehension questions based on the material. Encourage them to keep a reading journal where they record reflections or new vocabulary learned.
Online Resources: Utilize online platforms like Goodreads or language learning apps that offer reading challenges and discussions.
Writing: Journaling: Encourage regular journaling on various topics, allowing students to practice expressing themselves freely and creatively.
Blog Writing: Setting up a personal blog can provide a platform for students to write regularly about their interests in English, promoting self-expression and audience awareness. Creative Writing Prompts: Provide prompts or participate in online writing challenges to spark creativity and encourage students to experiment with different writing styles.
Listening: Podcasts and Audiobooks: Encourage students to listen to podcasts or audiobooks on topics they find interesting. Many podcasts offer transcripts or summaries, allowing students to combine listening with reading for reinforcement.
Movie Watching: Watching movies or TV shows with subtitles in English allows students to connect spoken language with visuals, improving comprehension and pronunciation.
Shadowing: Students can practice pronunciation by listening to short audio clips and then recording themselves repeating what they hear, mimicking intonation and pace.
Speaking: Self-Recording: Encourage students to record themselves speaking on a chosen topic. Listening back allows them to identify areas for improvement, such as pronunciation, fluency, or organization.
Language Exchange Platforms: Online platforms connect language learners with native speakers for conversation practice. This allows students to gain real-time feedback and practice speaking English with a partner.
Mobile Apps: Interactive language learning apps often include speaking exercises where students record themselves and receive feedback from the app or a virtual tutor.
We came to the conclusion that it is important to encourage students to set achievable learning goals for their independent work and regularly monitor their progress. This helps maintain motivation and identify areas that require more focus, utilize online resources, including grammar tutorials, pronunciation guides, and vocabulary building apps, to supplement independent learning, encourage students to share their work online with other language learners or create online study groups for discussions and feedback.
In our attempt to foster independent learning skills for English language acquisition, we conducted an experiment with the students of the10th grade during the teaching practice in the innovative school in Petropavlovsk. This experiment was focused on harnessing the power of students' language skills namely listening and writing.
We developed tasks that were capitalized on students' existing interests.They were asked to select their favorite English films, that they could watch in its original language. After thorough watch of their chosen movies, the students then embarked on writing assignments. The essays were entitled "My favourite film," and it challenged them to delve deeper into each movie's essence. In the essays, they were encouraged to provide a concise captivating summary of the plot. They were also tasked with bringing the characters to life by describing their personalities and roles within the story. Furthermore, the prompt encouraged them to analyze the underlying themes and messages conveyed by the film. Finally, and perhaps most importantly, they were asked to express their personal connection to the movie - why it resonated with them and earned a place as their favorite. This approach proved to be a valuable learning experience for several reasons. Firstly, by watching their chosen films in English, the students actively engaged in listening comprehension. Even if they utilized subtitles for additional support, they were nonetheless exposed to the natural flow of spoken English, enhancing their ability to grasp the language by ear. This exposure also opened them up to a treasure trove of idiomatic expressions and colloquial language often found in movies, enriching their vocabulary and understanding of informal English usage.
Secondly, the writing component of the task provided a platform for students to showcase their grammatical prowess and sentence construction skills. By crafting an essay that encompassed plot summary, character analysis, thematic exploration, and personal reflection, they had the opportunity to demonstrate their current level of English proficiency in a comprehensive manner. This exercise not only solidified their grasp of grammatical structures but also allowed them to practice expressing themselves clearly and concisely in writing.
Ultimately, the success of this experiment lies in its ability to tap into the power of student interest. By allowing them to explore the world of English through the lens of a film they genuinely enjoyed, we transformed the learning process into a more engaging and intrinsically motivated experience. This approach not only yielded valuable insights into their language skills but also demonstrated the effectiveness of independent learning fueled by personal passion.
The results of the experimental work indicated a significant improvement in the students' pronunciation accuracy. They exhibited better control over English sound patterns, intonation, and stress placement. Their speech became more natural and intelligible, demonstrating a heightened awareness of the nuances of English pronunciation.The students also displayed a notable expansion of their English vocabulary. They were able to recognize and use a wider range of words and phrases, demonstrating a deeper understanding of English lexical structures and usage. This improvement was particularly evident in their ability to discuss the films they had watched, as they could accurately express their thoughts and opinions using a broader range of vocabulary. Overall fluency also showed marked improvement. The students spoke more confidently and cohesively, with fewer pauses and hesitations. Their sentences were better structured and grammatically correct, indicating a stronger grasp of English syntax and grammar rules. This enhanced fluency was particularly evident in their ability to summarize the plots of the films they had watched and to engage in discussions about the characters and themes.
In today's interconnected world, the ability to communicate effectively across cultures is a highly sought-after skill. Foreign language learning opens doors to a myriad of opportunities, both personal and professional. While traditional classroom instruction plays a crucial role in language acquisition, fostering independent learning skills among students is equally paramount. Independent learning empowers students to take ownership of their learning journey, transforming them from passive recipients of knowledge into active seekers of understanding. By cultivating these skills, we equip students with the tools and confidence to navigate the vast landscape of language learning beyond the confines of the classroom.
As we have explored, independent learning fosters a deeper engagement with the target language, allowing students to delve into topics that pique their curiosity and align with their personal interests. This personalized approach not only enhances motivation but also cultivates a genuine appreciation for the language and the culture it embodies. Moreover, independent learning nurtures self-discipline, time management, and critical thinking skills - attributes that extend far beyond the realm of language acquisition and prove invaluable in various aspects of life. Students who can effectively manage their own learning are better equipped to tackle challenges, adapt to new environments, and pursue lifelong learning. Fostering independent learning skills among language learners is an investment in their future success. By empowering them to take charge of their learning journey, we prepare them to become confident, adaptable, and lifelong learners, ready to embrace the opportunities that await them in a globalized world.
REFERENCES
1. Benson, P. and P. Voller. eds. 1997. Autonomy and independence in language learning. London: Addison Wesley Longman. (pp. 200-211)
2. Littlewood, W. (1996). "Autonomy": An anatomy and a framework. System, 24 (4), 427- 435.
3. Dam, L. (2011). Developing learner autonomy with school kids: Principles, practices, results. (pp. 362-370)
4. 4.Cotterall, S. (2000).Promoting learner autonomy through the curriculum: principles for designing language courses. ELT Journal, 54 (2), 109-117.
5. Little, D. 1991. Learner autonomy 1: Definitions, issues and problems. Dublin: Authentik. (pp.24-27)
6. In D. Gardner (Ed.), Fostering autonomy in language learning (pp. 40-51). Gaziantep: Zirve University
7. Benson, P. (2001). Teaching and researching autonomy in language learning. London: Longman. (pp. 273-276)
