Qualimetric Assessment оf the Level of Formation of Learner Autonomy of Future Foreign Language Teachers

Abstract

The article deals with the question of fostering learner autonomy. The terms “student-centered learning” and “learner autonomy” are considered. The following levels of learner autonomy are distinguished: teacher-dependent level, group level, individual level. The qualimetric model of learner autonomy formation of future foreign language teachers is presented. It considers the factors which influence fostering learner autonomy, as well as its components and main elements. Both students and teachers are offered to use the model in the process of professional training. Further, the levels of learner autonomy are clarified based on the qualimetric model. It is assumed that such a model may help in the professional training of future teachers of a foreign language. With the help of the qualimetric model, students may monitor and control their own study, analyze and correct individual educational path, and achieve their educational goals. The results of a survey conducted at H.S. Skovoroda Kharkiv National Pedagogical University are presented. The results highlight the levels of learner autonomy among 2nd year students of the major Secondary Education (English Language and Literature).