COGNITIVE MECHANISMS IN THE DEVELOPMENT OF EDUCATIONAL AUTONOMY AMONG STUDENTS IN THE PROCESS OF FOREIGN LANGUAGE LEARNING: A THEORETICAL PERSPECTIVE

Abstract

The relevance of this study is determined by the growing role of student learning autonomy as a key prerequisite for effective foreign language acquisition in contemporary Ukrainian higher education, particularly under wartime challenges and during the ongoing reconstruction of the educational system. The aim of this article is to identify, theoretically substantiate, and systematize the cognitive mechanisms underlying the development of learners’ academic autonomy in the process of foreign language learning. The present study is of a theoretical and analytical nature, and it was conducted as a systematized review of the scientific literature. The methodological foundation of this study is predicated on analytical-thematic processing of recent publications, followed by comparative analysis and conceptual synthesis of the results. The findings indicate that student learning autonomy is a multidimensional construct, with its core represented by the coordinated interaction of cognitive and metacognitive mechanisms. These mechanisms support information processing, selection and application of learning strategies, as well as planning, monitoring, and adjustment of learning activities. Self-regulation functions as the operational form through which these mechanisms are implemented, while metacognition ensures their coordination at the level of awareness, reflection, and adaptation to learning conditions. Furthermore, the role of motivation and self-efficacy in supporting and activating cognitive processes is demonstrated, thereby enhancing students’ readiness for autonomous foreign language learning. The review of research approaches underscores the pivotal function of an educational milieu that integrates cognitively oriented learning strategies, metacognitive guidance, and opportunities afforded by digital technologies. In light of the aforementioned insights, a series of recommendations are proposed for the systematic integration of cognitive and metacognitive practices into the educational process. These recommendations are designed to promote the progressive development of students’ self-regulatory skills and the transformation of the teacher’s role to facilitate learners’ cognitive activity. The findings indicate the efficacy of a cognitively oriented approach to cultivating learning autonomy as a catalyst for enhancing the effectiveness, adaptability, and resilience of foreign language education in higher education.