Details

The aim of the research is to substantiate theoretically, develop and experimentally test an instructional framework for organizing autonomous foreign language acquisition of humanities undergraduate students based on the study of their individual learning styles and thinking types in order to improve their motivation and engagement levels. The objectives of the research are conduction of theoretical analysis to refine definitions of age, motivation, engagement, learning styles, and thinking types of students for organizing autonomous student work in the university; identification of correlations between the concepts of "learning style" and "thinking type"; development and testing an instructional framework for organizing autonomous foreign language acquisition, taking into account individual characteristics of students; and providing recommendations on the issue. The relevance of the topic is substantiated by the fact that in a modern university, autonomous educational and research work of students is encouraged and great attention is paid to the individualization of learning, which forces students to study many materials on their own. Thus, there is a need to create a methodological framework that promotes autonomous learning, taking into account the individual learning styles of students. Data from 110 domestic and foreign sources focused on theories by D. Kolb, P. Honey, A. Mumford, and J. Bruner. The study resulted in the instructional framework for autonomous foreign language acquisition with tailored task selection based on students learning styles and thinking types, validated by experimental training.