Wspieranie autonomii ucznia: samoocena w doskonaleniu umiejętności pisania w języku angielskim
Fostering Learner Autonomy: Self-evaluation in Enhancing English Writing Skills

Summary/Abstract: The article is dedicated to the problem of teaching learners to be responsible for their academic achievements. An independent and autonomous student is a peer partner of a teacher in the teaching and learning processes. The author suggests a self-evaluating technique which enables the learner to develop an attitude and gain experience with autonomy and investigates the role of autonomy in enhancing the English writing skills of students in Ukrainian secondary schools. The self-evaluating technique consists of three steps, with the first involving self-assessment of formal writing skills by the students themselves. The second step presupposes self-evaluating activ-ity on enhancing English writing skills. The final step involves the self-evaluation of enhanced writing skills. According to the purpose and the outcomes of the research, the assessment-and-evaluation tasks gave students the opportunity to develop their learners’ autonomy and independence. The participants Konteksty Pedagogiczne 1(12)/2019of the research were 4 teachers and 40 ninth-grade students from Ukrainian secondary schools.

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