METHODOLOGICAL AND DIDACTIC PECULIARITIES OF INTEGRATING SELF-ACCESS, FRONTAL AND TECHNOLOGY-ENHANCED LEARNING IN DEVELOPING AUTONOMOUS LEARNING AND PRAGMATIC COMPETENCE OF FUTURE ENGLISH TEACHERS

Abstract

This research article explores the methodological and didactic framework for integrating self-access, offline, and innovative technology-enhanced learning to develop self-directed learning and pragmatic competence in the future English teachers. Using the insights forged through pragmatic learning strategy research and learner autonomy modeling (Taguchi, 2018; Dang, 2025; Rochma, 2023), a blended scenario-based approach is proposed, wherein pragmatic classroom learning is combined with an online self-directed approach using our own materials and instruments namely COERLL University of Texas Pragmatics Modules, Articulate 360, Twine, and Generatestory.io. This study encouraged learners to engage with the language outside the classroom in a more authentic way through an online component that incorporated tools such as YouTube, Telegram, Nearpod, Twee, and EdPuzzle into their reflective assessment activities. The article discusses the pedagogical model-the Hybrid Self-Access Pragmatic Autonomy Model (H-SPAM)-and reports findings from its pilot implementation in a pre-service teacher education course, showing blended self-access environments improve learner autonomy, reflection, and communicative competence.