STUDENTS’ AUTONOMY AND ITS DEVELOPMENT IN THE PROCESS OF THE CONTENT AND LANGUAGE INTEGRATED LEARNING IMPLEMENTATION
The presented work is devoted to the analysis of the students’ autonomy phenomenon, its description and the necessity of including it in the system of Content and Language Integrated Learning via the mobile learning means. The article also presents the results of a pedagogical experiment to improve the efficiency of the educational process at the Aviation English classes for students of a non-linguistic university. The main purpose of the study is to develop an autonomous learning model based on such very popular mobile applications as Google products and to demonstrate the intermediate results of experiment training, prior to implementation of the model at Saint-Petersburg State University of Civil Aviation. To achieve this goal, the authors definie a category of students' autonomy not only within the traditional autonomy focused approach, but also in the framework of CLIL. Hereafter the work is dedicated to the didactic opportunities of the M-learning and BYOD policy for higher education. The paper also describes a didactic potential of such Google products, as Google Docs, Google Drive, Google Forms. The use of Google products at each stage of experiment training together with the freedom of choice of educational tasks and real-time discussions proved their necessity and positive influence on reading and vocabulary skills acquisition. It is also revealed that the creation of students’ autonomy with the help of mobile apps not only improves the process of preparation for classes by students, but also facilitates it for the teachers. The inclusion of elements of this model in the framework of integrated learning also contributes to the improvement of students’ general language skills, creates conditions for the development of cognitive and critical thinking.