Teaching undergraduate students self-learning strategies for improving second language writing skills

Proficiency level of communicative competence in writing can be difficult to achieve due to the specific features of this skill. Thus, higher educational institutions can help their students by teaching them basics of professional knowledge of a foreign language and developing their independent educational activity skills. The main aim of developing students’ independent educational activity skills in writing is to develop their ability to sustain and improve their level of writing skills in a professional activity after graduating from a higher educational institution. Students must develop a set of individual self-learning strategies and master basic techniques to realize those strategies in the process of improving writing skills. The article aims at describing the researcher’s experience in the field of teaching students of a Bachelor’s degree program self-learning strategies for improving writing skills during auto-methodical stages of Written English practical classes. The author justifies the necessity of teaching students self-learning strategies for improving writing skills, defines the concept “strategy” in terms of independent educational activity. A set of self-learning strategies for improving writing skills, introduced into the teaching process is developed. The practical value of the paper is the possibility of using reflexive, motivating, metacognitive, cognitive and cooperative strategies for improving writing skills for a Bachelor’ degree program students and gaining experience of independent educational activity under teacher’s supervision.