Determining the level of learner autonomy of pre-service English teachers

Abstract

The article discusses the importance of promoting learner autonomy and life-long learning in the modern education system. In Ukraine, there is a significant challenge in implementing learner autonomy at all levels of education, as students are required to comprehend the relevance, application, and potential outcomes of knowledge rather than just acquiring it. Monitoring tools are becoming essential in assessing educational outcomes and adapting to current educational requirements. Constructing a factor-criterion model of pre-service English teachers, the article identifies factors affecting learner autonomy, such as assessing the initial level of knowledge, skills, and abilities of students and evaluating their readiness to take responsibility for their learning. The article explains that students at the zero level of learner autonomy lack a sufficient understanding of the concept and have little ability to plan their educational activities. Students at the first level have a general understanding of the concept and apply it to some extent when planning, organizing, and controlling their own learning. Students at the second level have a deep understanding of the concept, consistently apply the principles of learner autonomy, and possess strong skills in goal-setting, planning, self-control, and self-assessment. They are also able to allocate their resources efficiently, exhibit high levels of sociability and academic success, and actively take responsibility for their own training. The article concludes that promoting learner autonomy and providing adequate monitoring tools can help students develop not only subject knowledge but also professional skills relevant to their future careers.