Nowadays, learner autonomy is considered to be a multidimensional and diversified concept. A number of scientists have found support for the importance of learner autonomy but there is little empirical research on using different strategies for promoting and evaluating students’ autonomy. Accordingly, in order to become better language learners, students should plan, implement, and evaluate their own learning. This study aims at fostering and evaluating students’ autonomy by scaffolding their speaking practices through role plays in an English for Special Purposes (ESP) course. The research suggests that role-play strategies should help students develop their autonomy in acquiring ESP speaking skills. The study argues that developing autonomy is an efficient way to improve students’ performance in ESP speaking skills as it provides them with relevant scaffolding. This article provides theoretical grounding for autonomy. The entry-level and post-study speaking scores (IELTS test) are compared across experimental and control groups. A class-based training course of ESP speaking was offered in an institutional setting to 38 (15 male, 23 female) second-year students at a national research university in Russia. A special questionnaire was developed to assess learner autonomy in ESP speaking, which proved that role play promoted learner autonomy and encouraged students to master ESP speaking skills. The results of the study indicate that students who were developing their speaking skills via role play performed significantly better than their peers in the control group. The level of their English language competence improved. The role plays in the ESP speaking course proved to be a viable and productive teaching strategy for fostering autonomy among students.

中文翻译：

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英语教学中角色扮演的学习者自主权

如今，学习者自主已被认为是一个多维且多元化的概念。许多科学家已经发现支持学生自主性的重要性，但是很少有关于使用不同策略促进和评估学生自主性的经验研究。因此，为了成为更好的语言学习者，学生应该计划，实施和评估自己的学习。这项研究旨在通过在特殊目的英语（ESP）课程中通过角色扮演来支撑学生的口语练习，从而培养和评估学生的自主性。研究表明，角色扮演策略应有助于学生在掌握ESP口语技能方面发展自主权。该研究认为，发展自主性是提高学生在ESP口语表达能力方面的有效途径，因为它可以为学生提供相关的支架。本文为自治提供了理论基础。在实验组和对照组之间比较了入门级和研究后的口语成绩（雅思测验）。在机构环境中，为俄罗斯一所国立研究大学的38名（15名男性，23名女性）二年级学生提供了基于课堂的ESP口语培训课程。编制了一份特别问卷，以评估学生在ESP口语中的自主权，这证明了角色扮演可以促进学习者的自主性并鼓励学生掌握ESP口语能力。研究结果表明，通过角色扮演发展口语能力的学生的表现明显好于对照组中的同龄人。他们的英语能力水平提高了。在ESP口语课程中扮演的角色被证明是一种可行的，富有成效的教学策略，可以促进学生的自主性。