Abstract:

The authors of the article have researched the problems of forming creative students’ autonomy at the foreign language classes in the context of learning digitalization. The article analyses the scientific and theoretical literary sources on the research problem and raises the questions as the psychological and pedagogical process of forming the creative autonomy of students of agricultural engineering specialties in the foreign language classes; the development of exercises that contribute to the development of creative independence in the classroom of a foreign language on the synthesis of Russian and international experience.

The object of this study is:
1) the psychological and pedagogical process of forming the creative independence of students of engineering specialties in the foreign language classes;
2) the study and synthesis of Russian and international experience;
3) the development of exercises that contribute to the development of creative students’ autonomy in the classroom of a foreign language.

For confirmation of the hypothesis we need to turn to a variety of methods:
- the method of historical and logical analysis of regulatory documents of (foreign research) papers of leading scientists connected with training personnel for engineering specialties;
- study and theoretical analysis and synthesis of social and pedagogical literature;
- analysis, comparison, synthesis and generalization of innovative foreign and domestic experience;
- comparison of domestic research on this issue.

The formation of creative independence of future specialists of agricultural engineers in the process of learning a foreign language will be more effective provided that they use the model of organization of independent work, the use of ICT and interactive technologies in implementation in practical training activities, visualizing different types of information. Identification of the interconnections of the components of the model allows you to focus the process of cognition on the most complete and systematic formation of a creative personality with professionally significant qualities. The results of the study allow a phased sequential transition from reproductive knowledge to a constructively creative level of independence, which determines the success of language training and contributes to a more confident adaptation of a specialist in a professional activity.

Keywords:

Digitalization, creative students’ autonomy, specialized graduates, students, agricultural engineering specialties.