DIDACTIC IMPLEMENTATION OF THE SUBJECT-ACTIVITY APPROACH IN DEVELOPING STUDENT AGENCY IN FOREIGN LANGUAGE TRAINING OF ECONOMICS STUDENTS

Abstract

The article examines the didactic implementation of the subject-activity approach as a means of developing student agency in foreign language training of economics students. It substantiates the theoretical foundations of student agency and its correlation with learner autonomy and self-regulation. The study reveals the pedagogical potential of the subject-activity approach for transforming the role of students from passive recipients to active subjects of learning. Particular attention is given to the analysis of didactic mechanisms, including choice, goal-setting, collaboration, problem-solving, and reflection, which ensure the development of agency within professionally oriented foreign language education. The article outlines the key directions for integrating these mechanisms into the learning process and emphasizes their role in enhancing both linguistic proficiency and professional competences.

References

1. Aristova N. O., Vyshnevska M. O. (2024) Subiektno-diialnisnyi pidkhid do formuvannia subiektnosti studentiv ekonomichnykh spetsialnostei [Subject-activity approach to the formation of student agency among economics majors]. Svit dydaktyky: dydaktyka v suchasnomu sviti : zbirnyk materialiv III Mizhnarodnoi naukovo-praktychnoi Internet-konferentsii. 271-274. [in Ukrainian]
2. Brown, D. (2014). Agency and motivation to achieve language-learning objectives among learners in an academic environment in France. Apples: Journal of Applied Language Studies, 8(1), 101-126. https://apples.journal.fi/article/view/97859
3. Malykhin, O., Aristova, N., Kugai, K., Vyshnevska, M., & Makhovych, I. (2024). Soft skills development in the English language classroom: Students’ perspectives on the problem. Society. Integration. Education. Proceedings of the International Scientific Conference, 1, 182-193. https://doi.org/10.17770/sie2024vol1.7852
4. Moses, L., Rylak, D., Reader, T., et al. (2020). Educators’ perspectives on supporting student agency. Theory Into Practice, 59(2), 213-222. https://doi.org/10.1080/00405841.2019.1705106
5. Nieminen, J. H., Tai, J., Boud, D., & Henderson, M. (2021). Student agency in feedback: Beyond the individual. Assessment & Evaluation in Higher Education, 47(1), 95-108. https://doi.org/10.1080/02602938.2021.1887080
6. Shekhovtsova S. O. (2012) Profesiino-pedahohichna pidhotovka studentiv universytetu v konteksti subiektno-diialnisnoho pidkhodu [Professional and pedagogical training of university students in the context of the subject-activity approach]. Pedahohika vyshchoi ta serednoi shkoly. (35). [in Ukrainian]
7. Vyshnevska, M. (2024). The influence of agency on the strategies of learning English vocabulary by students majoring in economics. Viae Educationis. Studies of Education and Didactics, 3(2), 83-90. https://doi.org/10.15804/ve.2024.02.10
8. Vyshnevska, M. (2024). The problem of student agency in foreign language learning for economics majors. In Scientific practice: modern and classical research methods: Collection of scientific papers "ΛΌГOΣ" with Proceedings of the VI International Scientific and Practical Conference (pp. 210-215). Primedia eLaunch & UKRLOGOS Group LLC.
9. Yahupov, V. (2023). Subject-activity approach to substantiating the content of managerial competence and culture of sergeants. Psychology and Social Work, 73-86. https://doi.org/10.32782/2707-0409.2023.1.9
10. Zagorodnya, A., Dichek, N., Chobitko, N., et al. (2020). Professional training of the economic sector specialists at higher education institutions of the Republic of Poland and Ukraine: Criteria of comparison. International Journal of Higher Education, 9(3), 139-144. https://doi.org/10.5430/ijhe.v9n3p139