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In terms of integration of Russian education into the world educational space the problem of development of selfeducational activity of university students has become especially relevant nowadays. Designing of individual educational route promotes students to use appropriate techniques and forms of self-educational activity in the process of foreign language learning. The purpose of our research is to study the effectiveness of designing of individual educational routes of university students in the process of self-directed language learning. The author defines the nature and content of individual educational route, proves the competence-based approach in designing of individual educational route and presents four stages of its designing (diagnostic, design, technological and productive). To make the process of students' self-directed language learning more effective the author developed special guidelines on self-education activities. Materials of this article can be useful for tutors and lecturers of higher educational institutions, teachers of foreign languages and also for a wide range of scientific and pedagogical community, interested in the problems of foreign language teaching and designing of individual educational routes of university students.

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Purpose of the study: The article aims to analyze the problem of modeling self-directed language learning of university students in a Unified Higher Education Area. Methodology: Our study is based on the theoretical research method – the analysis of foreign and national philosophical, pedagogical literature on a problem; analysis and generalization of modern pedagogical experience; theoretical modeling; empirical – research and analysis of pedagogical experience; observation, interviews with teachers and students. Results: Modeling of self-directed language learning of university students is considered by the author in terms of systemic, student-centered and competence-based approaches. The model of self-directed language learning is represented as an integrative construct, which includes the target, content, technological and productive blocks. The main components of the model are the goal, tasks, components of self-directed learning, modern technologies, methods, forms, criteria, and indicators. Applications of this study: The materials of this research can be used by teachers to develop special courses of lectures and seminars on the organization of self-directed language learning of university students. Novelty/Originality of this study: In this research, the model of Formation of Self-Directed Language Learning of University Students in a Unified Higher Education Area is presented in a comprehensive and complete manner.