The potential of self-control of the level of proficiency in speaking a foreign language in the development of secondary school students’ autonomy

the article reveals the strategic potential of self-control in the process of learner autonomy development in pre-professional classes of secondary schools. The hierarchical relationship of meaningfully filled levels of self-control with the levels of proficiency in speaking skills and the stages of evolution of learner autonomy is analyzed. The article substantiates the feasibility of using a student's electronic language portfolio as an effective means of self-control development of speaking skills at the pre-professional stage of English language teaching. The results of the conducted experimental training of students in the 9th pre-professional classes are analyzed, confirming the development of learner autonomy based on a functional level of self-control, which allows students to independently control the level of proficiency in key speaking skills and promotes the development of the ability to self-observation, self-analysis and self-correction. Based on the results of the training, it was found that students' achievement of increased and high levels of self-control ensures the development of educational autonomy, creates conditions for students' self-realization in the linguistic information environment, and allows students to design their learning trajectory for mastering a foreign language.

educational learner autonomy, self-control of proficiency, speaking skills, electronic portfolio, pre-professional classes, artificial intelligence