Technology-Enhanced Organization of Independent Learning in English Language Acquisition
Abstract
The rapid development of digital technologies and the globalization of education have significantly transformed approaches to English language teaching. Independent learning has become a central component of language acquisition, particularly in higher education contexts. However, the effectiveness of self-directed learning largely depends on its systematic organization and technological support. This paper explores a technology-enhanced framework for organizing independent learning in English language acquisition. The study integrates principles of self-regulated learning, digital pedagogy, and learner autonomy. A mixed-method research design was employed, involving 120 undergraduate students majoring in non-linguistic disciplines. The findings indicate that structured digital support, goal-oriented task design, and formative assessment significantly enhance learners’ motivation, autonomy, and language proficiency. The proposed model contributes to contemporary language pedagogy by offering an evidence-based technological approach to organizing independent English language learning.