Purpose of the study: The article aims to analyze the problem of modeling self-directed language learning of university students in a Unified Higher Education Area.

Methodology: Our study is based on the theoretical research method – the analysis of foreign and national philosophical, pedagogical literature on a problem; analysis and generalization of modern pedagogical experience; theoretical modeling; empirical – research and analysis of pedagogical experience; observation, interviews with teachers and students.

Results: Modeling of self-directed language learning of university students is considered by the author in terms of systemic, student-centered and competence-based approaches. The model of self-directed language learning is represented as an integrative construct, which includes the target, content, technological and productive blocks. The main components of the model are the goal, tasks, components of self-directed learning, modern technologies, methods, forms, criteria, and indicators.

Applications of this study: The materials of this research can be used by teachers to develop special courses of lectures and seminars on the organization of self-directed language learning of university students.

Novelty/Originality of this study: In this research, the model of Formation of Self-Directed Language Learning of University Students in a Unified Higher Education Area is presented in a comprehensive and complete manner.


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