Didactic implementation of the subject-activity approach in developing student agency in foreign language training of Economics students.

Abstract

The article examines the didactic implementation of the subject-activity approach as a means of developing student agency in foreign language training of economics students. It substantiates the theoretical foundations of student agency and its correlation with learner autonomy and self-regulation. The study reveals the pedagogical potential of the subject-activity approach for transforming the role of students from passive recipients to active subjects of learning. Particular attention is given to the analysis of didactic mechanisms, including choice, goal-setting, collaboration, problem-solving, and reflection, which ensure the development of agency within professionally oriented foreign language education. The article outlines the key directions for integrating these mechanisms into the learning process and emphasizes their role in enhancing both linguistic proficiency and professional competences.