TEACHER-GUIDED AUTONOMOUS LEARNING OF FOREIGN BUSINESS LANGUAGES IN A EUROPEAN CONTEXT

In an era of globalization, advanced technologies, and access to information sources, the need to develop autonomous learning skills of foreign business languages has become increasingly crucial. These competencies help students become more capable global citizens who can handle the demands of a rapidly changing world. Because of this, modern education needs to encourage and facilitate the growth of these competencies, laying the groundwork for students to become lifelong learners.
The teacher, traditionally viewed as the main supplier of knowledge, an expert who transmits information in a predominantly one-directional manner, has to take on now a new role as a guide and facilitator of the learning process, supporting students to become autonomous learners and develop their own learning skills.
The article’s main goals are to elucidate the critical role that teachers play in fostering students’ autonomy during the business foreign language learning process, as well as to identify practical methods for carrying out this function.
The purpose of this article is to investigate how teachers might support students in acquiring the abilities necessary for autonomous learning, enabling them to become self-sufficient business language learners. Developing autonomy in learning business English for our university students will not only enhance their professional competence but also prepare them to adapt to the ever-evolving global marketplace.