SELF-REGULATED LEARNING IN PROFESSIONAL FOREIGN LANGUAGE LEARNING AS A BASIS FOR DEVELOPING STUDENTS' ACADEMIC PERFORMANCE SKILLS

Abstract

This article examines self-regulated learning (SRL) as a key factor in the formation of students' academic achievement in the context of the modernization of higher education in the Republic of Kazakhstan. The relevance of the topic is determined by the transition to a competency-based model of specialist training, aimed at developing personal responsibility, self-organization, and readiness for lifelong learning. The theoretical part of the article includes an analysis of the conceptual framework of SRL, its structural components (goal setting, planning, self-monitoring, motivation, reflection), as well as an overview of approaches to autonomous learning as presented in the works of B. Zimmerman, F. Weinert, H. Tietgens, E. V. Tikhonova, and S. V. Pichenenko. Various models of SRL are identified: radical, socio-cognitive, educational, social-organizational, biographical, and reflective.

The experimental part of the study was conducted during the 2024–2025 academic year at Aktobe Regional University named after K. Zhubanov. The sample included 30 second- and third-year students enrolled in the 6B02102 – "Design" program, studying the course "Professional English Language." The research methods included a diagnostic questionnaire (based on B. Zimmerman’s method), content analysis of academic achievements, observation, and expert assessment by instructors. The results showed that students with a high level of SRL demonstrated consistent and high academic performance, while a low level of self-regulation correlated with learning difficulties and lower achievement. Diagrams and qualitative data confirmed a direct relationship between the development of self-regulation skills and students’ performance on both ongoing and final assessments.

The authors emphasize the necessity of incorporating strategies and methods into the educational process that foster self-management, motivation, and reflection among students. The study concludes that SRL is a critical metacompetence for ensuring academic success and professional readiness in the context of modern higher education.