UDC 372.881.1

Galizina E.G.¹ (Moscow, Russian Federation) – el.galizina@yandex.ru; Denisova O.I.² (Moscow, Russian Federation) – olgadenisova07@mail.ru; Shmakova N.V.³ (Moscow, Russian Federation) – elpidasmak@gmail.com; Golubeva T.I.³ (Moscow, Russian Federation) – paloma60@mail.ru

¹Russian Biotechnological University

²Moscow Aviation Institute (National Research University)³State University of Management

Abstract. The article is devoted to the theoretical substantiation and empirical verification of an integrative model for organizing students’ independent cognitive activity in the process of learning a foreign language. The developed model includes four interconnected components: metacognitive, technological, motivational-affective, and social-interactive. The results of a quasi-experimental study of the model’s effectiveness with the participation of 184 students majoring in non-linguistic specialties are presented. The methods of questionnaires, testing, expert assessment, content analysis of interviews, and mathematical and statistical data processing were used. A statistically significant increase in the level of autonomy of students in the experimental group (d = 1.89, p < 0.001) was found for all components of independent cognitive activity. Stable correlations were revealed between the level of autonomy and students’ academic achievements (r = 0.67, p < 0.001). A delayed measurement after 8 weeks demonstrated the maintenance of 98.8% of the achieved results. The theoretical significance of this study lies in its systematization of modern concepts of self-regulated learning, metacognitive strategies, and technology-mediated autonomy into a unified, integrative model. The practical value of this work lies in the development of validated diagnostic tools and methodological recommendations for organizing independent cognitive activity in foreign language education. The study’s findings demonstrate the high effectiveness of an integrative approach that combines cognitive, technological, and socio-psychological aspects of autonomy development. The proposed model promotes the development of students’ sustainable self-regulation skills, critical thinking, and intrinsic motivation for learning. Future research may include analyzing the cross-cultural applicability of the developed model, developing adaptive technological tools based on artificial intelligence, and studying individual trajectories of autonomy development in the context of students’ cognitive styles and motivational characteristics.

Keywords: independent cognitive activity, learner autonomy, self-regulated learning, metacognitive strategies, integrative model, foreign language education.

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For citation: Galizina E.G., Denisova O.I., Shmakova N.V., Golubeva T.I. Theoretical and methodological foundations for organizing independent cognitive activities of students in the process of learning a foreign language. CITISE, 2025, no. 4, pp. 74-84.