Państwowa Wyższa Szkoła Techniczno-Ekonomiczna

im. ks. Bronisława Markiewicza

w Jarosławiu

Instytut Humanistyczny

Praca licencjacka - studia stacjonarne

kierunek: Filologia angielska

FEDOROVA VLADYSLAVA
nr albumu: 39527

DEVELOPMENT OF AUTONOMY THINKING AND ENGLISH

LANGUAGE SKILLS IN EARLY CHILDHOOD AND ADOLSCENCE

WPŁYW SAMODZIELNEGO MYŚLENIA NA PÓŹNIEJSZY ROZWÓJ

JĘZYKA ANGIELSKIEGO U DZIECI I MŁODZIEŻY

Praca wykonana pod kierunkiem:

Dr Katarzyna Coombs-Hoar
Jarosław 2023
„Oświadczam, że moja praca pt.: „Methods of teaching English to children with autism
spectrum disorder presented on the example of the Primary School No. 2 in Jaroslaw ”
(„Metody nauczania języka angielskiego dzieci z zaburzeniem ze spektrum autyzmu na
przykładzie Szkoły Podstawowej nr 2 w Jarosławiu”):

Jest mojego autorstwa i nie narusza praw autorskich w rozumieniu ustawy z dnia
4 lutego 1994r. o prawie autorskim i prawach pokrewnych (Dz.U. z 2016r. poz.666), oraz
dóbr osobistych chronionych prawem;
Nie zawiera danych i informacji, któremu uzyskałem/łam w sposób niedozwolony;
Nie była podstawą nadania dyplomu uczelni wyższej lub tytułu zawodowego ani mnie, ani
innej osobie;
Jest związana z zaliczeniem studiów w Państwowej Wyższej Szkole Techniczno-Ekonomicznej
w Jarosławiu.

Data …………
Nr albumu………
Podpis studenta ……

1
Oświadczenie kierującego pracą

Oświadczam, że niniejsza praca została przygotowana pod moim kierunkiem i stwierdzam,

że spełnia ona warunki do przedstawienia jej w postępowaniu o nadanie tytułu zawodowego.

Data……………………………..

Podpis kierującego pracą

THE TABLE OF CONTENT

2
S
INTRODUCTION 5
CHAPTER 1 7
1.History and Definition of Autonomy Thinking 7
1.2 English language skills 9
1.2.1 Listening skills 10
1.2.2 Reading skills 10
1.2.3 Speaking skills 11
1.2.4 Writing skills 11
CHAPTER 2 13
2.1 Development of autonomy thinking in Early Childhood 13
2.2 Mother tongue acquisition by monolingual children 14
2.3 English language skills in early childhood 15
2.4 Techniques for developing learner autonomy 18
CHAPTER 3 22
3.1 Research motivation 22
3.2 Survey goals and hypotheses 23
3.2.1 Survey participants 23
3.2.2 Survey tools 23
3.2.3 Procedure 24
3.3 Analysis of the results 25
Questions for teachers 29
3.4 Conclusions of the research 32
CONCLUSIONS 35
APENDIX 36
BIBLIOGRAPHY 38
SUMMARY 40
STRESZCZENIE 41

3
List of Figures

Figure 1: Question 1: “How often do you plan your actions when carrying out a learning
task?”………………………………………………………………………………………..23
Figure 2: Question 2: “How often do you reflect on your learning and assess your weaknesses
and strengths?”..……………………………………………………………………………..23
Figure 3: Question 3: “Do you prefer yourself or your teacher to choose a learning
strategy?”…………………………………………………………………………………….24
Figure 4: Question 4: “Which of these activities do you do outside school
hours?”……………………………………………………………………………………….25
Figure 5: Question 5: “How often do you use the English language to talk with your friends
from school?”………………………………………………………………………………...25
Figure 6: Question 6: “How often do you propose activities during the lesson?”……………
26
Figure 7: Question 7: “Would you like to be able to influence the course of the lesson (for
example, suggest topics or exercises)?”………………………………………………………
26
Figure 8: Question 8: “How often do you trust the students to choose the lesson's
topic?”………………………………………………………………………………………..27
Figure 9: Question 9: “At what age do you think autonomous learning techniques can be
provided?”……………………………………………………………………………………28
Figure 10: Question 10: “During the lesson, do you fully supervise the student and give
detailed instructions, or do you let them figure it out on their
own?”………………………………….28
Figure 11: Question 11: “Do you think it is a good idea to allow students find mistakes by
themselves?”………………………………………………………………………………….29
Figure 12: Question 12: “How often do you allow students to assess their
knowledge?”………………………………………………………………………………….29
Figure 13: Question 13: “Have you noticed autonomous methods 'impact on pupils'
knowledge quality? (ask students for their thoughts, give students choices for their
assignments and
classwork)?”………………………………………………………………………………….30

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INTRODUCTION

In recent years, educational institutions have increasingly emphasised the development of

learning autonomy among students. They also highlight the importance of developing
cognitive abilities and language skills in early childhood and adolescence. Autonomous
thinking, characterised by the ability to analyse, evaluate and make decisions independently,
is a critical trait that promotes self-directed learning and personal growth. At the same time,
English language skills in various aspects - listening, reading, speaking and writing - are
integral to effective communication, academic success and intercultural interaction.
Moreover, this thesis explores additional methods that help develop autonomy in students.

The primary purpose of this thesis is to identify the dynamics of autonomous thinking
and English language acquisition in the context of early adolescence and adolescence. By
looking at different aspects of language skills - listening, reading, speaking and writing - and
examining the emergence of autonomous thinking at these crucial stages of development, this
thesis aims to identify potential synergies and interactions between these two crucial aspects
of learning.

This thesis consists of three parts. The first part contains a theoretical part relating to
the definition of student autonomy and English language skills. The history of student
autonomy and its main applications have been described separately. Moreover, this part
describes all the English language skills and how to improve them. The second part consists
of another essential aspect: how student autonomy and English language skills are developed.
Furthermore, it explains the age autonomy begins and the differences between the perception
of language by a child and an adult. Finally, practical techniques that exist to help students
improve their autonomy and help with the development of individual English language skills.

The third chapter studies three 6th- 7th graders to determine the level of learners'
autonomy in Chornomorsk School No. 7. Furthermore, there is also a questionnaire to
understand whether teachers are willing to allow students to "manage" lessons and if they use
specific techniques to develop students' autonomy. The author of this thesis investigates how
much English learning is developed outside of school, how often pupils assess their
knowledge, suggest lesson topics and can understand the instructions without teachers'
explanation. Also, the questions for teachers aim to understand to what extent teachers would
trust students to choose topics and be able to self-assess their knowledge. The author sent the

5
questionnaire to 82 pupils from a public comprehensive school in Chornomorsk and 10
teachers to conduct the study.

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CHAPTER 1

The primary purpose of this BA thesis is to understand the concept of student autonomy and
the importance of developing English language skills from an early age.

1. History and Definition of Autonomy Thinking

In modern conditions of rapid development of science, education, information and

communication technologies, one of the main tasks is to develop in a student a sustainable
need for continuous self-education from early childhood. This requires, first and foremost,
learning to work 'on one's own script', i.e. to develop learning autonomy. The concept of
learning autonomy appeared in the 1980s and has become widespread in the educational
space. However, despite the widespread use of learning autonomy in European education, a
number of issues related to the theory and practice of learning autonomy still require
sufficient study. The preconditions for the emergence of autonomy can be traced back to
medieval pedagogy. For example, Galileo Galilei said: "You cannot teach a person anything,
you can only help him to find it in himself. (Benson, 2001, p. 23). So, the main task of a good
teacher is not to give a pupil all the information at once but to awaken interest in acquiring
new knowledge. The famous French educator Jean-Jacques Rousseau preached this way of
searching for knowledge. First, teacher should arouse students' interest in the problem and
leave the solution to them.

In 1971 the CRAPEL (Centre de Recherches et d'Applications en Langues -

CRAPEL) was established in France at the University of Nancy by the British Council with
Henri Holec, who first defined the concept of learner autonomy in "Autonomy in Foreign
Language Learning" in 1981. Learning autonomy has been defined as the ability of the
learner "to take charge of their learning" (Holec, 1981, p. 87) meaning that a learner sets the
goals, determines the content of the learning activity, chooses the methods and techniques of
learning and evaluates the obtained results independently. Additionally, Holec stresses that
this ability is not inborn but developed through formal learning.

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 Another researcher studying this concept, D. Dickinson, points out that learners who
take the initiative in learning succeed more than those who passively wait to be taught
(Dickinson, 1995, pp. 165-174). Dickinson proposes a definition similar to Holec's and sees
learning autonomy as the learner's responsibility to learn new things and the distribution of
this responsibility in the learning process (Dickinson, 1987, pp. 34-35).

Little's definition differs from that of Holec and Dickinson and says that learning
autonomy is not only responsibility for one's learning but also the ability to distance oneself,
make decisions independently, and critically evaluate the results of the work done (Little,
1991, p. 75). In addition, Little identifies three pedagogical principles necessary for learning
autonomy development:

1. involvement in a learning activity (taking responsibility for own learning activity);

2. learning reflection (critically examining the learning plan, the learning activity itself
and the result obtained)
3. using the target language as a learning tool (Little, 2004, p. 11).

In the above definitions, learning autonomy is mainly understood as the ability to take
responsibility for one's learning. The Italian specialist L. Mariani, speaking about the relative
nature of learning autonomy, argues that autonomous learning is an ongoing process of self-
knowledge in which a person realises that maximum autonomy is given as an individual
quality (Mariani, 1991, p. 12). According to P. Candy, "An individual does not become
autonomous but works by following the principles of autonomy", which shows that Candy
considers learning autonomy as a process rather than viewing its formation as a goal of
learning (Сandy, 1991, p. 567).

Regarding the role of the teacher in the learning process, this person is not just a
'translator of knowledge' but also a strategist, an adviser and a partner in foreign language
communication. Moreover, the teacher should share responsibility with students for the
learning process results. The terms "independent work" and "self-study" require distinction
due to some similarities with the concept of "learning autonomy".

One of the controversial points about the ideology of learning autonomy is the role of
the teacher in autonomous learning. In traditional learning, it is the teacher who shares
knowledge, sets learning goals and objectives, and organises reflection on the work done by
learners. In contrast, the concept of learning autonomy involves learners performing these
activities themselves. However, this does not mean that learning under learning autonomy

8
can proceed successfully without the teacher's involvement. Chinese researcher Sh. Yang
distinguishes the following roles of the teacher in autonomous learning (Yan, 2012. рp. 557–
562):

1) Organizer - the teacher organises classroom activities, offering students engaging and
practical tasks. The teacher needs to formulate clear instructions for the work.

2) Facilitator - the teacher provides students with psychosocial and technical support.
Psychosocial support refers to the ability to create positive motivation in learners. In addition,
psychosocial support is designed to help the learners to overcome the difficulties
encountered. Technical support aims to help learners to plan and implement the learning
process, evaluate the activities undertaken and acquire knowledge. In the classroom, the
teacher is also a model of a native speaker. In this capacity, the teacher should motivate
learners to use the foreign language and correct errors that occur. The teacher can also offer
students authentic materials (magazines, websites) that may interest them.

3) The counsellor - the teacher should act as an example of effective communication, trying
to bring together the intention with which a statement is made on the one side and the
interpretation of what is heard on the other.

Having considered the existing interpretations of the term "learning autonomy", we

can conclude that learning autonomy is an acquired ability of a learner to take responsibility
for his/her learning process, expressed on several levels

1. setting goals and objectives necessary for resolution;

2. choosing an individual educational strategy;

3. intermediate and control reflection, repenting the set learning objectives. (Yan, 2012.
pp. 557–562).

It is important to note that the teacher occupies a strictly defined role in teaching a
foreign language under learning autonomy conditions, being a consultant, an organiser, and a
facilitator. The value of developing learner autonomy lies in the development of autonomy in
achieving the goals set independently, which is necessary for every learner, regardless of
educational level.

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1.2 English language skills

The development of student autonomy is inherently linked to the improvement and

development of each English language skill. There are four primary skills in English:
listening, speaking, reading and writing. From the early stages of learning English, paying
particular attention to each of them is essential. Listening and speaking are receptive skills
while reading and writing are productive skills.

1.2.1 Listening skills

Listening plays one of the most essential roles in learning English. Listening is
important and relevant to language learners, whether it is a conversation between two people
in a natural environment, such as buying tickets, learning directions in a foreign country, or in
formal situations, such as a conference or lecture. It provides learners with countless new
words, phrases and interjections that appear in their original pronunciation and with
emphasis.

Wolvin and Coakley define listening as "the process of perceiving, focusing attention
on, and determining the meaning of verbal and visual stimuli" (Wolvin and Coakley, 1996, p.
35). While M. Purdy believes that "listening is an active and dynamic process of
concentrating attention, perceiving, interpreting, remembering and responding to expressed
(verbal and non-verbal) requests, problems and external information" (Purdy, 1991, p. 11).
Despite the different approaches to the definition of the concept of "listening" it can be
concluded that listening is an active process, the main stages of which are: perception,
understanding and direct interpretation of incoming sound information. The listener's desire
to understand the audio message or to be understood (in the case of listening as a component
of oral-speech communication) is at the heart of the listening process.

1.2.2 Reading skills

The second important skill is widely recognised as key role in learning and
understanding a new language. Reading enables learners to understand authentic materials

10
(e.g. magazines, newspapers, books) as well as to understand written instructions or rules.
Moreover, reading is an essential component of Writing because the more a student improves
his/her reading skills, the easier he/she conveys with the Writing skill.

In particular, reading is considered one of the most challenging areas of education,

requiring high attention. The ability to read analytically and critically is crucial in order to get
the most out of the materials studied. It involves understanding the author's purpose and
intent when reading. In essence, reading involves two layers of reality: the visible and the
invisible, which the reader must endeavour to make visible and comprehensible (Kartika Sari,
Pratiwi, Theriana, 2020, p.2).

Experienced readers actively engage with the text and recognise the strategies they
use for reading comprehension. Teachers can play an important role in increasing students'
reading comprehension by teaching reading strategies such as predicting, making
connections, imagining, inferring, questioning, summarising, etc. (Kartika Sari, Pratiwi,
Theriana, 2020, p. 2).

1.2.3 Speaking skills

In today's globalised world, communication is crucial in achieving success in all

fields. Language is the primary tool for effective communication; with it, perfect
communication is attainable. In fact, the ability to use language properly is essential for an
individual to achieve his or her objectives and goals. Chaney notes that Speaking is "the
process of building and sharing meaning through the use of verbal and non-verbal symbols in
a variety of contexts" (Chaney, 1998, p. 13).

Even though many teachers under-emphasise this English language skill and allocate
little time to it, Speaking is one of the main factors in English language learning that indicates
student success. This skill is assessed by the ability to express oneself confidently, understand
the other person, give a constructive answer, and describe pictures or situations correctly
using proper phrases and words.

Moreover, Speaking also requires learners to know specific features of the language,
such as grammar, pronunciation or vocabulary ("linguistic competence"), but also to
understand when why and in what ways speech should be produced.

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1.2.4 Writing skills

Last but not least, Writing is a crucial English language skill. Written communication
is a means of communication necessary in any field. For example, students write to each
other. Politicians prepare a speech for an important speech and use notes. Moreover, every
English language proficiency test includes an essential place for Writing. Regardless of the
level and age of the student, a sufficient amount of time should be devoted to teaching
Writing.

Bialystok & Bryan state, “There are numerous reasons for writing to be the last
acquired domain of learning English, one being that a more detailed and analysed knowledge
of a language is needed to write it than to understand it” (Bialystok & Bryan, 1985, pp. 107-
252). In addition to fostering the need for good communication skills, writing instruction
provides students with opportunities to develop critical thinking, logic, and creativity skills.
When students are given time to write and process their thoughts, they have the opportunity
to analyse their reasoning. Students become more critical of facts, learn to distinguish
between true and untrue information, and learn to pick out the main points from a large
amount of information. Furthermore, to have professional writing skills, it is necessary to
clearly distinguish between Official and Unofficial language, depending on whom the letter is
addressed to.

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CHAPTER 2
2.1 Development of autonomy thinking in Early Childhood

The development of children's autonomy from an early age influences their learning
and development in the future. Researchers suggest that children should develop
independence at an early age, the ability to take responsibility for tasks and the desire to
choose and understand topics of interest (Elly Chandra Dewi, 2018, p. 1). In order to develop
the right level of independence in a child, it is crucial to choose individualised methods for
each child, the right approach from the teachers, as well as increased attention from the
parents. Moreover, the more relaxed and comfortable a student feels during lessons in an
environment that allows him/her to learn from their mistakes, the more intrinsically
motivated the student will be from early childhood. In such cases, the child is bold in
suggesting topics of interest. It is also essential to show the pupil the importance of constant
learning and development to teach him/her to choose the necessary material from a large
volume.

Boylan, Barblett and Knaus argue that children should learn to solve problems
actively and have an appetite for learning in the future. That is, it is more than the tedious
fulfilment of monotonous tasks that are valued but the ability to delve into questions to search
for a creative approach to problem-solving. The development of metacognitive learning
strategies, where active learners can solve new problems that involve intentional, self-
regulated learning and reflective thinking, will result in such a learner having a much easier
time acquiring knowledge in the future.

In order for a child to learn independence from childhood and use this skill in the
future, whether it is learning a new language or preparing for an exam, it is essential to
maintain an interest in everything from childhood. Self-determination theory can be one such

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supportive tool. This theory describes autonomy as the ability to choose which behaviour to
use due to self-motivation (Deci & Ryan, 2000, pp. 227-268). That is, an environment from
parents and teachers that supports autonomy can promote exploratory behaviour, whereas a
hostile, controlling environment can inhibit the level of motivation. If the teacher uses too
much criticism, the child may feel less comfortable freely immersing themselves in the
language environment and absorbing new knowledge.

Summarising all factors, the development of autonomy from early childhood depends
on many factors and is also key to future knowledge acquisition. Environment, methods,
trust, and a safe environment can help the child to be an all-developed and curious learner
who enjoys acquiring knowledge and, on the contrary, destroy the child's motivation to learn
and explore the world. First of all, it is essential for teachers to show the child the advantage
of continuous learning and to help him/her develop autonomy.

2.2 Mother tongue acquisition by monolingual children

Before a child begins to learn second language skills, he or she must learn his or her
mother tongue. Mother tongue is the language human beings acquire from birth
(Noormohamadi, 2008, p. 25). Noormohamadi claims that mother tongue acquisition is the
fundamental stage at which a child's primary language skills and abilities are formed. The
appearance of speech requires a combination of factors such as brain development, listening,
the child's attempts to use the articulatory apparatus, voice development and attempts to
interact with adults. (Noormohamadi, 2008, p. 27)

Speech development is an ongoing process that continues throughout a person's life.

Throughout life, we constantly learn new words and constructions and use them to describe
the changing world. Each new language experience and contact with different cultures and
languages enriches our speech competence and ability to adapt to different communicative
situations. Moreover, Noormohamadi mentions that if the mother tongue is developed,
literacy concepts and skills can be transferred to the second language. Furthermore, a high
correlation has been found between learning to read in the mother tongue and subsequent
reading achievement in the second language (Noormohamadi, 2008, p. 26).

14
 During early childhood, autonomous thinking gradually develops, which is an
essential aspect of language development. The child's interaction with adults and the
environment plays a vital role in this process.

Thus, the first (native) language is mostly learnt naturally, through language
environment and experience. In contrast, the second (non-native) language is learnt through
formal instruction. Examples of second language acquisition include teaching a foreign
language in school or acquiring a state language by immigrants.

2.3 English language skills in early childhood

In today's circumstances, there are several reasons why it is more beneficial for
children to learn a foreign language starting from a young age. Additionally, nowadays, the
world demands students to be self-aware of their studying process and develop autonomous
thinking. In the previous subchapter, language acquisition is presented as an example of the
life-long developmental procedure, where, despite language learning, students in every stage
of education can improve other skills. Therefore, this part of the thesis refers to the possibility
of boosting some of those competencies by young learners while learning two or more
languages from childhood. For this reason, children possess the capability to perceive
information and perform new knowledge, as well as language, more naturally compared to
adults.

Pragmatic requirements are the first reason presented in the article ‘Benefits of
Teaching Foreign Language for Early Childhood,’ which can be explained by the fact that
today, there is a breakdown of geographical barriers between regions or even between
countries due to such a thing as globalization (Chanifa, Redjeki, Dayat, 2020, pp. 112-115).
A side effect of this is the need for the development of communication and information
technologies for increasingly open relations between people in this global era. Moreover, at
this stage, proficiency in foreign languages, one of the means of communication, becomes
indispensable and plays a crucial role. Another reason is concealed in formal legal and
international agreements. In the constitutions of most countries of the world, it can be found
the law that every child has the right to education. The government is specifically responsible
for supervising the teaching of foreign languages at the elementary school level.

15
 Several other vital factors explain the beneficial reasons for early learning of a foreign
language, which was published in the abovementioned article by Chanifa, Redjeki, and Dayat
(2020, pp. 112-115). The process of growing up and the younger a person is - this is one of
them, which is explained by the fact that the process of perception and learning is more
accessible. Scientists claim that, at the physiological level, before the transition age (puberty),
the brain perceives relatively more easily and enables better learning of languages in
childhood. This is explained by the fact that children at an early age perceive any kind of
information in a natural way as learning about the environment, which is also the case with
language learning. Another no less essential factor is that children do not have excessive
mental stress during learning a foreign language or negative emotions during the learning
process. Pupils in the early years have a lower fear of making mistakes and a greater desire to
learn new things, particularly foreign languages. It is also believed that, as a rule, younger
students have a more positive attitude than older ones. A final factor is that the surroundings
usually provide children with better opportunities to integrate into the foreign language
environment to communicate in the new language and use the acquired skills. For example,
younger children are more likely to use language more naturally.

The next section of this subchapter consists of the advantages and disadvantages of
early foreign language learning by children. The first advantage is intellectual development.
Children who learn foreign languages at a young age have advantages both in the further
study of languages, their use, and in non-linguistic terms. These children generally possess
strongly developed mental flexibility, more advanced speech formation, and a wider chain of
cognitive abilities. This beneficial situation happens thanks to studying foreign languages at
an early age when children learn about the world and have the conceptual ability to interpret
the environment with the help of language. Therefore, it can be concluded that early
stimulation of the child's development through language learning contributes to the
development of reasoning. In addition, children are better aware of the language system as a
social phenomenon, as well as the understanding of the native language system. This factor
eliminates the fear of disrupting children's mastery of their native language through the
introduction into the educational process or everyday use of foreign languages. Children who
learn a foreign language early have a broader cultural perspective, and this has a positive
effect on the development of a tolerant attitude toward other cultures. However, to manage
foreign language learning in a way that everything works towards achieving the best possible
learning results, every aspect of this may be accomplished. For example, the use of

16
appropriate teaching aids or the selection of suitable methods, the materials for students
should be pleasant to learn the language, and the educational institution should attract
teachers who indeed possess sufficient competence in teaching the language to children
(Chanifa, Redjeki, Dayat, 2020, pp. 112-115).

Unfortunately, learning foreign languages by children at an early age also encounters

some difficulties in addition to positive aspects. First of all, obstacles were defined by
Chanifa, Redjeki, and Dayat in Advances in Social Science, Education, and Humanities
Research in 2020; there is the problem of stability, especially during the transferring of a
child from kindergarten to elementary school and then to secondary or high school.
Nonetheless, this can be related to the learning material and its impact and use, for example,
avoiding unnecessary repetition when selecting and presenting materials at different levels.
Due to the non-observance of these conditions, there is a potential to reduce the interest and
motivation of students to study at the next level. Another side problem is that the amount of
curriculum increases over time, and there is an increase in the educational load of students, as
well as the academic load of teachers. There is a hypothesis that English lessons are only an
addition to the main subjects, where students only go through the process of familiarization
with foreign languages. Summing up, it can be concluded that such problems should be
minimized as much as possible.

The authors of this scientific article studied a group of Indonesian children who have
the potential to be bilingual and even multilingual (Chanifa, Redjeki, Dayat, 2020, pp. 112-
115). In the course of research, it was found that in addition to Indonesian, students usually
also learn English as an international language and can learn and use regional languages in
the family. It is generally acknowledged that every child possesses an ability he receives from
birth. Those circumstances refute the claim that improving children's multilingual abilities is
too difficult. Therefore, if in the first year of life, children are taught another language, it will
increase the probability that in the future, the student will show a more significant potential
for learning languages.

Young children, who develop exceptionally rapidly, go through this process with
enthusiasm, and show high abilities to learn languages. At three years and older, it appears to
be the golden period of language learning for children, including foreign languages. Scientists
state that a young age is primarily beneficial for the development of the child's brain because

17
it receives various stimuli. However, there are also cases when, biologically, the child
experiences difficulties in mastering the language.

An interesting fact, which was included in the article ‘Benefits of Teaching Foreign
Language for Early Childhood,’ is that children's brains perceive both languages as one
system (Chanifa, Redjeki, Dayat, 2020, pp. 112-115). This statement is maintained by the
results of brain research, during which it was found that information about the two newly
learned languages is stored in the same part of the brain. Children have an extraordinary
sensitivity to hearing, which adults cannot boast about. In addition, a feature of the
physiological structure of the oral cavity is its incomplete growth and, thus, elasticity, so they
more accurately imitate sounds in different languages. However, after learning one or two
languages, the palate is formed according to the dominant language used more often. Some
linguists claim that the earlier a child learns a foreign or second language, the easier it will be
for him to master the language, to speak it almost as well as the first, or to speak without an
accent. By the age of 10, it takes a lot more effort to get rid of the accent and use the second
language naturally.

Recognizable by the majority of educators, it is crucial for young learners to be

endowed with a strong internal motivation to learn another language. However, from the
other side, as shown by the example of Indonesian families, motivation is obtained from
conditions created at home or formed from the environment around the child, where children
use several languages during everyday communication. Researchers Chanifa, Redjeki, and
Dayat, in their article from 2020, adduce effective methods for teaching children foreign
languages, which are story books, songs in a foreign language, television shows, interactive
CDs, and different types of games, such as cards, as well as the computer one. It is also an
indisputable fact that bilingual children in preschool age show higher results than their
monolingual peers and even that bilingualism shows a tendency to postpone age-related
dementia, including Alzheimer's disease.

Summarizing this section, it is clear that teaching English to children at a young age
has several valuable advantages. This factor can be explained by the fact that in the future,
children will have an increased ability to learn and use other languages, but also in other
areas of learning and life, such as to have a broader range of opportunities in career path.
However, parents, teachers, and children must follow precise conditions, among which are
the correct use of language by teachers, encouraging students to learn a foreign language and

18
use two languages in everyday life. Moreover, as stated at the beginning of this subchapter,
obtaining English language skills in childhood correlates with the development of
autonomous thinking in further studying processes.

2.4 Techniques for developing learner autonomy

As described in the previous section, early language learning undeniably impacts

language learning both at and outside of school. In order to achieve the best possible results,
it is essential to implement different approaches that learners themselves can use, as well as
by teachers or parents at home. Moreover, the following section consists of methods that
improve communication in a foreign language between learners, allow them to choose their
material and take responsibility for their learning.

Interactive Learning Environment

Creating an interactive and engaging learning environment is the foundation for

fostering independence in students learning English as a second language. Classroom
learning environment plays a vital role to assess the collected data that contribute in
improving students’ learning output (Siddig, Alkhoudary, 2018, p. 86). An environment that
encourages participation, communication and cooperation lays the foundation for students to
take ownership of their learning journey. The more comfortable and inspired a learner feels,
the more interactive activities and extra motivation there will be during the lesson. Interactive
activities, group discussions, and socialising allow students to practice language skills in a
meaningful context without fear of being judged. In these activities, students acquire
language skills and gain the confidence to express themselves and seek information
independently.

Choice and Personalization

According to Robert Joan “Flexible Learning is a set of educational philosophies and

systems, concerned with providing learners with increased choice, convenience, and
personalisation to suit the learner (Joan, 2013, pp. 37-38). Granting students the autonomy to
make choices in their learning journey is pivotal. Offering choices in assignments, projects,
and topics taps into their intrinsic motivation, as they feel empowered when they can explore
areas of personal interest. Personalization of learning materials and activities allows students

19
to connect their learning to their unique experiences and preferences, making the learning
process more relevant and engaging. This approach also cultivates a sense of responsibility as
students learn to manage their choices and their subsequent outcomes.

Goal Setting and Self-Regulation

One of the primary factors contributing to successful learning is the ability to establish
and accomplish goals. Schunk (2003) explains that students use goals to direct their actions,
assess their progress, and drive their learning over time (Schunk, 2003). This ability is the
foundation for cultivating independence, as learners become more motivated only when they
comprehend what they strive for and where the conclusion lies. This proficiency imparts
guidance and fosters competencies like time management, accountability, and self-esteem. In
such instances, the student comprehends the specific aspects that warrant heightened attention
and occasionally identifies their strengths. Through formulating language-related objectives,
students attain enhanced insight into the areas necessitating improvement. As students track
their advancement and adapt their objectives accordingly, they acquire a vital skill - self-
regulation.

Teacher as Facilitator

The teacher's role is transformed from an authority figure to a facilitator of autonomy.

By guiding, supporting and reinforcing students' learning experiences, teachers enable them
to make informed decisions about their learning path. Teachers help students reflect on their
progress and choices through targeted questions, feedback and encouragement. This
collaborative approach enables pupils to feel supported and gradually acquire the skills
needed to tackle learning challenges independently. This approach allows students to develop
and be more independent from constant supervision. Hong-mei Zhao wrote in his work about
4 strategies for educators that involves autonomous learning in the studying process:

1. Teachers have to give students specific tasks for developing self-assessment.

2. Teachers must be a counsellor, differentiate students’ needs and how to deal with
those problems.

3. Teachers must be facilitators, motivate and interest students in autonomous

learning.

20
 4. Teachers must be able to find or develop the most suitable and sustainable materials
for learners (Hong-mei Zhao, 2018, pp. 69-71).

Collaborative Projects and Social Learning

Autonomy is also developed through the ability to communicate with people, as well
as the skill of sharing group work. Collaborative projects enable English language learners to
engage in social learning. Working together on tasks such as creating stories, developing
presentations or solving problems develops language skills and fosters teamwork, negotiation
and communication skills. Collaborative projects expose students to different perspectives
and approaches, broadening their horizons and enriching their learning experience. In the
paper by two researchers, Romanyshyn and Romanyshyn, published in 2021, it is clearly
visible how teamwork is essential in all educational institutions, especially when it comes to
developing and implementing autonomy into one of the student’s abilities.

In conclusion, fostering autonomy in early childhood English language learners

requires a multifaceted approach that incorporates interactive environments, personalized
learning, goal setting, resource literacy, teacher guidance, and collaborative opportunities.
These methodologies empower young learners to gradually take ownership of their language
learning process, setting the stage for a lifelong journey of independent exploration and
growth.

21
CHAPTER 3

3.1 Research motivation

English is one of the most widely spoken languages in the world, used by people of
different nationalities and ethnicities; its importance is equally apparent in all countries of the
world. It is important to emphasize that knowledge of English is the most sought-after skill in
most workplaces and educational institutions. Thus, there is no denying the importance of
starting to learn it at as early an age as possible. Starting to learn English in kindergarten and
continuing to structure their learning in primary and secondary schools, children learn to set
their first goals, find intrinsic and extrinsic motivation, and for the first time, begin to
understand the practical side of language learning.

From the early stages of learning English, it is essential to develop: listening, speaking,
reading, and writing skills. Listening and reading are receptive, while speaking and writing
are productive (Harmer, 2007, p. 246). When learning a foreign language, it is crucial to
develop all of the above skills; moreover, the class is a system in which all types of activities
are combined. In the process of learning a target language, learners have the opportunity to
independently organise activities to improve their abilities and language skills. Improving the
effectiveness of the educational process is directly linked to the learner's understanding of
his/her requirements and ideas of what he/she wants to learn.

This case deals with the development of learner autonomy in learning English. The
learner should be motivated to learn a foreign language, be aware of his/her potential and
strive to overcome the limits of his/her abilities. The leading indicators of learners who are
inclined to work independently in the lesson:

 increased interest in the subject necessary for learning a foreign language

 mastery of fundamental techniques for more successful mastery of the subject
 well-developed communicative competences

22
3.2 Survey goals and hypotheses

The primary purpose of the study is to see how much autonomy is developed among
6th-7th grade students in Chornomorsk School No. 7. Furthermore, to understand how
willing teachers are to allow students to "manage" lessons and whether they use specific
techniques to develop student’ autonomy.

Questionnaire questions were prepared to understand how often pupils reflect on and
analyze their knowledge, develop and use the acquired language knowledge outside school,
and how interested the pupils are in changing the lesson. Also questions for teachers related
to the possibility of developing student autonomy during lessons.

3.2.1 Survey participants

The sample for this study included a total of 82 non-native English speakers. The
participants in the study were pupils from a public comprehensive school in Chernomorsk.
Students from three classes (two sixth and one-seventh grades) were combined for one
comprehensive study.

Pupils participating in the study were from Chornomorsk, a town in the south of Ukraine,
Odesa region. In the primary school of interest, English as a second foreign language is a
compulsory part of the curriculum. All participants have been continuously learning English
since pre-school/kindergarten.

3.2.2 Survey tools

Considering the fact that nowadays, everyone uses technology in everyday life and
that these technologies allow for collecting accurate information without direct contact with
students, the research is conducted online with the use of web-based tools.

Learners were asked to respond to the questionnaire on how they developed their
independence when learning English. Teachers were also asked to respond to the

23
questionnaire on how they conceived student autonomy in 6 and 7 grades. The questionnaire
was created on Google Forms that were distributed among students by sending an email with
a link to the questionnaire.

3.2.3 Procedure

In total, 82 primary school students took part in the survey. They were asked to
answer 7 questions related to the survey topic. The main aim was to get information directly
from pupils to find out how many self-study skills they have developed when it comes to
learning English at school and out-of-school time. In addition, they would provide
information on their activities in their out-of-school time to develop students' autonomy.

The second questionnaire was directed to primary school teachers of English. The
questionnaire for them was also created on Google Forms and sent to teachers via email. Ten
primary school English teachers took part in the survey. They were asked to share their views
on the importance of developing autonomy in 6th and 7th-grade students and how often they
allow students to be autonomous during lessons at school.

24
3.3 Analysis of the results

Out of 82 students who took part in the study (45 girls and 37 boys, varying from 11
to 14 years old).

With reference to the first question, “How often do you plan your actions when
carrying out a learning task?” 46 per cent of the respondents indicated that they are always
trying to plan their learning task by themselves, 29 per cent that they are sometimes plan their
learning task, while 25 per cent reported that they never plan their actions when carrying out
a learning task. Consequently, the majority of students are independent in planning their
learning activities.

How often do you plan your actions when carrying out a learning
task?

29%
46%

24%

Always Sometimes Never

Figure 1: Question 1: “How often do you plan your actions when carrying out a learning task?”

Regarding the second question, “How often do you reflect on your learning and assess
your weaknesses and strengths?” 39 per cent of pupils always analyse and reflect on their
weaknesses and strengths in learning English, while 25 per cent do so sometimes and 36 per
cent never analyse their English learning. The results of the survey show that while around
one-third of students never reflect on their learning and grades, others do so sometimes.

25
 How often do you reflect on your learning and assess your
weaknesses and strengths?

36% 39%

25%

Always Sometimes Never

Figure 2: Question 2: “How often do you reflect on your learning and assess your weaknesses and strengths?”

When students were questioned about whether they would prefer to have the teacher choose
the learning strategy, 70 per cent said that they would prefer the teacher to be responsible for
the chosen topic. In comparison, the remaining 30 per cent would prefer to choose the
learning strategy unassisted. Forasmuch as, teachers prefer to control the studying process on
their own because they can understand students’ needs, especially in a primary school.

Do you prefer yourself or your teacher to choose a learn-

ing strategy?

30%

70%

I like to choose my learning strategy

No, I like it when the teacher chooses the learning strategy

Figure 3: Question 3: “Do you prefer yourself or your teacher to choose a learning strategy?”

The fourth question, “Which of these activities do you do outside school hours?”
shows using which activities students improve their English language skills. The vast
majority of students (85%) listen to English music and watch films in English with subtitles
or not (70%). In this way, they improve and exercise listening skills. In addition, 55% of
students read books or comics in English, which helps them to understand reading exercises
better during English class at school.
Almost half of the participants (45%) said that they study with their friends after
school, for example, do homework together or discuss the topic of previous lessons. Only a

26
small number of respondents indicated that they play English games (39%) which is
surprising because, with the development of technology, most children start playing computer
games from the age of 8 or 9. Some participants improve their English speaking skills by
speaking English with their classmates (29%) or communicating with their foreign friends
using Skype or WhatsApp (21%).

Which of these activities do you do outside school hours?

Communicating with foreigners in English using Skype, 21%
WhatsApp

Speaking English with friends 29%

Reading English Books (e.g., short stories, novels, comic books) 55%

Studying with a friend/a group of friends 45%

Watching English films (e.g., cinema, Youtube) 70%

Playing English games 39%

Listening English songs 85%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90%

Figure: 4: Question 4: “Which of these activities do you do outside school hours?”

With reference to the next question, “How often do you use the English language to
talk with your friends from school?” only 16 per cent of students responded that they often
meet with their friends to practise their English and improve their speaking skills (speaking
clubs, watching a movie together or doing a roleplay). Other 57 per cent of students said that
they only meet to do group projects, while 27 per cent never meet in their free time to
rehearse their English language skills. Unfortunately, most students meet and communicate
with their classmates only when they need to do a group assignment, while only 16% use
English with their friends outside the classroom.

27
 How often do you use the English language to talk with
your friends from school?

16%
27%

57%

We always meet to talk and improve our language skills

Not often, only when we have group-project
Never

Figure 5: Question 5: “How often do you use the English language to talk with your friends from school?”

When questioned about how often students propose activities and topics during the
lesson, 54 per cent of students responded that sometimes they suggest topics or exercises for
the lesson, 25 per cent reported that they always give ideas for a chosen topic, just 21 per cent
have never asked for a topic they are interested in. Since it is essential for the development of
student autonomy that students take the initiative, the 25% of students who propose topics
could be higher. On the part of the teacher, it is crucial to interest the student to take a more
active part during the lesson.

How often do you propose activities during the lesson?

21% 25%

54%

Always Sometimes Never

Figure 6: Question 6: “How often do you propose activities during the lesson?”

Referring to the question “Would you like to be able to influence the course of the
lesson (for example, suggest topics or exercises)?”, most of the students (73 per cent)
answered undoubtably that they would like to be able to influence the course programme. As
some of they added that the lesson would be more interesting if the topics are related to their
interests. Only a small percentage answered that they do not want to be able to choose the
topic for English lessons.

28
 Would you like to be able to influence the course of the
lesson (for example, suggest topics or exercises)?

27%

73%

Yes No

Figure 7: Question 7: “Would you like to be able to influence the course of the lesson (for example, suggest
topics or exercises)?”

Questions for teachers

The following questions were asked to 10 teachers who took part in the study (English
teachers of grades 6-7 in Chornomorsk School No. 7).

According to the next question, “How often do you trust the students to choose the
lesson’s topic?” most teachers answered that sometimes they allow pupils to choose a topic
during a lesson. 20 per cent answered that they always allow students to choose the topic for
the next lesson. The rest of the teachers answered that they do not trust students in choosing
topics. This result shows a positive tendency of teachers who sometimes allow students to
choose the topic and take the initiative in choosing the type of assignment.

How often do you trust the students to choose the

lesson's topic?

20% 10%

70%

Always Sometimes Never

Figure 8: Question 8: “How often do you trust the students to choose the lesson's topic?”

29
 Referring to the question “At what age do you think autonomous learning techniques
can be provided?”, 50 per cent of teachers agreed that teachers should adopt methods that
develop student autonomy from the earliest grades onwards. At the same time, 30 per cent of
the participants said that student autonomy methods should be introduced only in grades 7-8.
20 per cent of teachers answered that student’ autonomy should be introduced from grades 4-
6.

At what age do you think autonomous learning

techniques can be provided?

30%
50%

20%

1st - 3rd grades 4th - 6th grade 7th - 8th grade

Figure 9: Question 9: “At what age do you think autonomous learning techniques can be provided?”

When the participants were asked “During the lesson, do you fully supervise the
student and give detailed instructions, or do you let them figure it out on their own?” the
majority (60 per cent) commented that that they often allow students to understand the
instructions by themselves. 30 per cent of teachers said that they often give full instructions
for assignments during lessons. Only 10 per cent indicated that they always give instructions
on the task, no matter how difficult it is. This survey shows a positive trend in the
development of student learner autonomy. The more teachers allow students to work out
tasks and instructions independently, the more effective learning is.

30
 During the lesson, do you fully supervise the student and
give detailed instructions, or do you let them figure it out
on their own?

10%

30%
60%

I always give full instructions for the task

Depending on the task, but more often, I give full instructions for the task
Depending on the task, but more often, I give them the opportunity to understand by themselves

Figure 10: Question 10: “During the lesson, do you fully supervise the student and give detailed instructions, or
do you let them figure it out on their own?”

In response to the question, “Do you think it is a good idea to allow students to find
mistakes by themselves?”, 80 per cent of those interviewed indicated that allowing students
to find their own mistakes is a good concept and can help them in their further learning, 20
per cent found that allowing students to find mistakes by themselves is not a good idea. This
response shows the importance of allowing students to reflect on, check and find their
mistakes. The more students are self-aware of their mistakes, the better results they can
achieve.

Do you think it is a good idea to allow students find mis-

takes by themselves?

20%

80%

Yes No

Figure 11: Question 11: “Do you think it is a good idea to allow students find mistakes by themselves?”

Figure 12 provides information on how often teachers allow students to assess their
knowledge. The overall response (60 per cent) to this question was very positive. Meanwhile,
30 per cent indicated that they give students the opportunity to assess their own knowledge

31
from time to time, and a minority responded that they prefer to always self-assess pupils'
knowledge. To summarise this question and its answer, student participation is a crucial part
of the learning process for most teachers.

How often do you allow students to assess their

knowledge?

10%

30%
60%

Always Sometimes Never

Figure 12: Question 12: “How often do you allow students to assess their knowledge?”

The purpose of question 13 was to estimate the impact of introducing techniques to

develop student autonomy in students in grades 4-8. Although 60 per cent of teachers agreed
that the more they develop student autonomy, the better the results and knowledge of the
students become, 30 per cent noticed only a partial effect. The rest of the teachers do not add
to language learning techniques that develop student autonomy.

Have you noticed autonomous methods 'impact on pupils'

knowledge quality? (ask students for their thoughts, give
students choices for their assignments and classwork)

10%

30%
60%

Yes Partly
I don’t use methods for improving students autonomy

Figure 13: Question 13: “Have you noticed autonomous methods 'impact on pupils' knowledge quality? (ask
students for their thoughts, give students choices for their assignments and classwork)?”

3.4 Conclusions of the research

32
 The main aim of the questionnaire was to see the level of student’ autonomy and
teacher’s willingness to allow students to suggest topics or manage their lessons. The
obtained results have shown that the majority of students demonstrated a positive inclination
towards planning their learning tasks and reflecting on their weaknesses and strengths in
learning English. However, many students preferred the teacher to choose the learning
strategy. Additionally, a relatively small number of students engaged in activities outside
school hours to practice their English language skills, particularly speaking skills. The most
popular activities that students do after school are listening to English songs and watching
movies or cartoons in the English language.

Regarding the influence of students on the course of the lesson, a significant majority
expressed a desire to be able to propose activities and topics, believing it would make the
lessons more interesting. Conversely, teachers varied in their trust of students to choose the
lesson's topic, with some allowing students to choose occasionally and others not trusting
them. Teachers generally recognized the importance of developing student autonomy, but
opinions differed on the appropriate age to introduce autonomous learning techniques.

The analysis of the results provided insights into student autonomy among the
participants. Regarding planning learning actions, 46% of students indicated that they always
plan their tasks, while 29% sometimes do so, and 25% never plan their actions. Additionally,
39% of students always reflect on their strengths and weaknesses in learning English, while
25% sometimes engage in such reflection, and 36% never do. When it came to choosing
learning strategies, 70% of students preferred their teachers to make the choice, while 30%
wanted to decide independently.

Regarding activities outside of school hours, only 16% of students frequently engaged
in English practice with their friends, while 57% did so only for group projects, and 27%
never practiced English in their free time with friends. Moreover, 54% of students
occasionally proposed activities or topics during lessons, 25% always did so, and 21% never
asked for topics of interest. The majority of students (73%) expressed their desire to influence
the course of the lesson by suggesting topics or exercises.

The responses from teachers revealed their perspectives on student autonomy. Most
teachers (80%) agreed that allowing students to find their own mistakes is beneficial, while
20% disagreed. Additionally, 60% of teachers allowed students to assess their knowledge

33
occasionally, while 30% gave them regular opportunities for self-assessment. Regarding the
impact of autonomous methods on students' knowledge quality, 60% of teachers believed that
developing student autonomy improves results and knowledge, while 30% observed only
partial effects.

Overall, the findings suggest that there is room for further development of learner
autonomy among 6th-7th grade students. While some students demonstrated a high level of
autonomy in planning and reflecting on their learning, others showed a need for
improvement. The majority of students expressed a desire to have a say in the learning
process, indicating their motivation for autonomy. Teachers varied in their practices, with
some allowing students to choose topics and figure out instructions independently, while
others preferred being instructed.

Based on the results, developing learner’ autonomy should be a priority in English

language education. Introducing autonomy-related techniques from the earliest grades
onwards could significantly enhance students' language learning experience. By allowing
students to have a voice in the learning process, teachers can foster a sense of ownership and
motivation among students. Moreover, incorporating activities that encourage communication
and practice outside of school could further enhance language skills.

34
35
CONCLUSIONS

The overall aim of this thesis is to draw attention to the importance of autonomous
thinking and the development of English language skills from early childhood. Moreover, to
show how the acquisition of the first language contributes to better learning of the second
language, using English as an example. Systematic studies of English language skills, such as
listening, reading, speaking and writing skills, have shown that language proficiency plays a
crucial role in effective communication, academic success and social integration. It has
become evident that the development of these skills during the formative years of early
childhood and adolescence contributes to the development of language competence as well as
cognitive growth, critical thinking and intercultural interaction.

Research on the development of autonomous thinking has shown its importance as a

fundamental cognitive ability. The thesis showed that autonomous thinking enables students
to participate actively in the educational process, promoting independent learning, problem-
solving, and decision-making. The parallel development of autonomous thinking and
language skills promotes comprehensive development, increasing learners' adaptability and
resilience.

The correlations between autonomous thinking and English language acquisition

suggest that a holistic educational approach can effectively prepare young people to meet the
challenges of a rapidly changing world. Moreover, this study emphasises the importance of
pedagogical strategies that promote autonomous thinking and language skills. Teachers are
encouraged to incorporate into their pedagogical practices methods that promote autonomous
learning, critical thinking and effective communication, which will contribute to developing
learners' autonomy and language competence.

Regarding the research part, among the 82 students, most of them take responsibility
for their learning and allocate enough time to English and their extracurricular learning. Also,
the research showed that most students incorporate English into their daily lives, such as
watching films, reading books or communicating in English with their friends. In addition,
the more teachers give students the freedom to choose topics and the opportunity to self-
assess, the higher the students' motivation.

36
 In conclusion, this thesis helps us realise how important it is to pay proper attention to
the development of learner autonomy and English language skills so that it will be much
easier for students to learn new things and understand instructions independently.

APENDIX
QUESTIONNAIRE
1. How often do you plan your actions when carrying out a learning task?
 Always
 Sometimes
 Never
2. How often do you reflect on your learning and assess your weaknesses and strengths?
 Always
 Sometimes
 Never
3. Do you prefer yourself or your teacher to choose a learning strategy?
 I like to choose my learning strategy
 No, I like it when the teacher chooses the learning strategy
4. Which of these activities do you do outside school hours?
 Listening to English songs
 Playing English games
 Watching English films
 Learning with a friend/ a group of friends
 Reading English books (e.g., short stories, novels, comic books)
 Speaking English with your friends
 Communicating with foreigners in English using social media such as Skype,
WhatsApp
5. How often do you use the English language to talk with your friends from school?
 We always meet to talk and improve our language skills
 Not often, only when we have group-project
 Never
6. How often do you propose activities during the lesson?
 Always
 Sometimes

37
  Never
7. Would you like to be able to influence the course of the lesson (for example, suggest
topics or exercises)?
 Yes
 No
8. How often do you trust the students to choose the lesson's topic?
 Always
 Sometimes
 Never
9. At what age do you think autonomous learning techniques can be provided?
 1st -3rd grades
 4th – 6th grade
 7th – 8th grade
10. During the lesson, do you fully supervise the student and give detailed instructions, or
do you let them figure it out on their own?
 I always give full instructions for the task
 Depending on the task, but more often, I give full instructions for the task
 Depending on the task, but more often, I give them the opportunity to
understand by themselves
11. Do you think it is a good idea to let students find mistakes independently?
 Yes
 No
12. How often do you allow students to assess their knowledge?
 Always
 Sometimes
 Never
13. Have you noticed autonomous methods 'impact on pupils' knowledge quality? (ask
students for their thoughts, give students choices for their assignments and classwork)
 Yes
 Partly
 I don’t use methods for improving students autonomy

38
BIBLIOGRAPHY
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40
SUMMARY
Development of autonomy thinking and English language skills in early childhood and
adolscence

The title of the thesis (for the Degree of Bachelor of Arts) in English

Vladyslava Fedorova

Written by

Dr Katarzyna Coombs-Hoar

Supervisor

Students’ autonomy, English language skills, development of student’s autonomy, teacher,

language acquisition, development

Keywords

The subject of interest of the work "Development of Autonomy Thinking and English
Language

Skills in Early Childhood and Adolescence" is the study of students' autonomous thinking and

English language skills in learning English as a second language. The theoretical part of the

thesis is based on the literature on the history and definition of student autonomy, the

development of each English language skill, the acquisition of language from early childhood,

and the techniques that help develop student autonomy. The research part of the work aims to

analyse student autonomy in secondary school students and understand how teachers try to

motivate and develop student autonomy. The research tool in this paper was a questionnaire
provided to primary school students in Chornomorsk. It was compiled based on closed
questions, and its analysis helped to determine the level of autonomy development in pupils.

Summary of the thesis (for the Degree of Bachelor of Arts) in English.

41
STRESZCZENIE
Wpływ samodzielnego myślenia na późniejszy rozwój języka angielskiego u dzieci i
młodzieży

Tytuł pracy dyplomowej (licencjackiej) w języku polskim

Vladyslava Fedorova

Autor pracy

Dr Katarzyna Coombs-Hoar

Promotor

Autonomia uczniów, umiejętności posługiwania się językiem angielskim, rozwój

autonomii ucznia, nauczyciel, przyswajanie języka, rozwój

Słowa kluczowe

Przedmiotem zainteresowania pracy " Wpływ Samodzielnego Myślenia na Późniejszy

Rozwój Języka Angielskiego u Dzieci i Młodzieży" jest badanie samodzielnego myślenia
uczniów i ich umiejętności językowych w nauce angielskiego jako drugiego języka.
Teoretyczna część pracy opiera się na literaturze dotyczącej historii i definicji autonomii
uczniów, rozwoju każdej umiejętności języka angielskiego, nabywania języka od wczesnego
dzieciństwa, oraz technik, które pomagają rozwijać autonomię uczniów. Część praktyczna
pracy ma na celu przeanalizowanie autonomii uczniów szkół średnich i zrozumienie, w jaki
sposób nauczyciele próbują motywować i rozwijać autonomię uczniów. Narzędziem
badawczym w tej pracy licencjackiej był kwestionariusz dostarczony uczniom szkół
podstawowych w Charnomorsku. Został on opracowany na podstawie pytań zamkniętych, a
jego analiza pomogła określić poziom rozwoju autonomii u uczniów.

Streszczenie pracy dyplomowej (licencjackiej) w języku polskim.

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