DEVELOPING SELF-REGULATED ENGLISH LEARNING THROUGH PROFESSIONALLY ORIENTED TASKS IN HIGHER EDUCATION
DOI:
https://doi.org/10.5281/Keywords:
self-regulated learning, learner autonomy, professionally oriented tasks, English language learning, higher education, non-philological students.Abstract
The development of self-regulated learning is an important methodological objective in English language education for non-philological university students. Unlike traditional approaches that primarily emphasize teacher-directed learning, self-regulated learning encourages students to establish learning goals, select appropriate strategies, monitor their progress, and evaluate learning outcomes. For students studying economics, engineering, information technology, management, and other professional fields, professionally oriented English tasks can provide meaningful contexts for developing these abilities. This paper examines how professionally relevant tasks can support self-regulated English learning in higher education. Particular attention is given to goal-setting, planning, strategy selection, self-monitoring, reflection, and self-assessment. The paper argues that carefully designed professional tasks can connect English learning with students’ academic and future occupational needs while simultaneously increasing their responsibility for the learning process.
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