[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-589155-105":59,"doc-detail-589155-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","individual-and-group-autonomy-in-differentiated-esp-instruction-of-information-technology-students","INDIVIDUAL AND GROUP AUTONOMY IN DIFFERENTIATED ESP INSTRUCTION OF INFORMATION TECHNOLOGY STUDENTS","","Study examines how individual autonomy and group autonomy relate in differentiated ESP instruction for university information technology (IT) students. Mixed-method research was conducted in 2020–2021 with 40 IT students using a three-degree individual autonomy model (partial, semi-autonomy, conditionally full) and a two-degree group autonomy model (minimum, relatively maximum). Links were evaluated through motivation; goal, content, and procedure; control and reflection, identifying significant and non-significant effectiveness patterns and concluding differentiation should be grounded in learners’ individual characteristics.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/individual-and-group-autonomy-in-differentiated-esp-instruction-of-information-technology-students/589155/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/individual-and-group-autonomy-in-differentiated-esp-instruction-of-information-technology-students/589155.png","ImageObject",300,407,{"name":92,"@type":93},"Nguyễn Văn Học","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main aim of the study?","Question",{"text":112,"@type":113},"To check the effectiveness of links between individual and group autonomy of IT students learning ESP through differentiated tasks.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were individual and group autonomy structured in the research?",{"text":117,"@type":113},"Individual autonomy used three degrees (partial autonomy, semi-autonomy, conditionally full autonomy), while group autonomy used two degrees (minimum and relatively maximum).",{"name":119,"@type":110,"acceptedAnswer":120},"Which factors were used to evaluate autonomy links?",{"text":121,"@type":113},"Motivation; goal, content and procedure; and control and reflection were used as evaluation criteria.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},589155,1792190776,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":52,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},1374402739827,"https://ap-avatar.wpscdn.com/avatar/14000c97e7351f1a627?x-image-process=image/resize,m_fixed,w_180,h_180&k=1787885694763230660","DOI: 10.20535/2410-8286.258135  \nINDIVIDUAL AND GROUP AUTONOMY IN DIFFERENTIATED ESP INSTRUCTION OF INFORMATION TECHNOLOGY STUDENTS  \nOksana Synekop  \nNational Technical University of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute”, Kyiv, Ukraine  \n[oksana.synekop@gmail.com](oksana.synekop@gmail.com)  \nThis study was aimed to check the effectiveness of links between individual and group autonomy of information technology (IT) students who studied ESP at university with the use of differentiated tasks. The mixed type of research was used. The study was held in 2020-2021 academic year and involved 40 IT students of the Physics and Technology Department of National Technical University of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute”. For the purpose of the study we used a three-degree individual autonomy model involving the partial autonomy, semi-autonomy and conditionally full autonomy degrees, and a two-degree group autonomy including the minimum and relatively maximum degrees. Both models were based on the criteria of motivation; goal, content and procedure; control and reflection. The significantly and insignificantly effective links between individual and group autonomy of IT students in differentiated ESP instruction were identified. The relatively maximum degree of group autonomy combined with individual semi-autonomy of IT students, as well as the relatively maximum degree of group autonomy combined with conditionally full individual autonomy of IT students were found significantly effective. In contrast, the combinations of the minimum degree of group autonomy with partial individual autonomy of IT students, as well as the minimum degree of group autonomy with conditionally full individual autonomy of IT students were found insignificantly effective. It was concluded that the promotion of the individual and group autonomy in differentiated ESP instruction should be based on individual characteristics of students.  \nKeywords: differentiated ESP instruction; individual autonomy; group autonomy; IT students.  \nIntroduction  \nWith the fast progress of globalization and the growth of information technologies (IT), there is a need for enhancing the quality of IT students’ education at university level with focus on their professional skills. Additionally, the knowledge of a foreign language will help them to solve any problem through communication at the workplace. Effective developing foreign language communicative competence of IT students should be based on the differentiated English for Specific Purposes (ESP) instruction oriented on the students’ level of English language proficiency, their learning style and their individual and group autonomy.  \nESP differentiation is a phenomenon that allows ESP teachers to arrange the educational process flexibly and proactively and help ESP learners with different foreign language proficiency levels and abilities “to achieve maximum growth” (Tomlinson, 1999, p. 14) . Usually, a mixed-ability ESP class is composed of learners whose learning style and level of English language proficiency are different (Synekop, 2018) . In view of this, it is reasonable to gradually increase the level of complexity of tasks in “the zone of proximal development” (Vygotsky, 1935) . Simultaneously, the level of complexity of tasks should be as feasible as possible for both the learner and the group with the aim of supporting the developmental function of teaching and learning (Zankov, 1968, p. 34) .“The zone of proximal development”(Vygotsky, 1935) is provided by the ESP educators and learner interaction and in this case, the individual and group autonomy of ESP learners play a crucial role in achieving educational aims.  \nA complex concept of autonomy is defined as “constantly changing and fluctuating depending on the activity being pursued, the way it is being pursued and the amount of guidance or supervision from the teacher or advisor, from peers and from the technology or the materials being","cbCaikczzhPbJnUy","https://ap.wps.com/l/cbCaikczzhPbJnUy","pdf",539519,"English","# Introduction\n## Differentiated ESP instruction and learner needs\n## Autonomy: definitions and research background\n## Research focus and evaluation criteria","[{\"question\":\"What is the main aim of the study?\",\"answer\":\"To check the effectiveness of links between individual and group autonomy of IT students learning ESP through differentiated tasks.\"},{\"question\":\"How were individual and group autonomy structured in the research?\",\"answer\":\"Individual autonomy used three degrees (partial autonomy, semi-autonomy, conditionally full autonomy), while group autonomy used two degrees (minimum and relatively maximum).\"},{\"question\":\"Which factors were used to evaluate autonomy links?\",\"answer\":\"Motivation; goal, content and procedure; and control and reflection were used as evaluation criteria.\"}]","INDIVIDUAL AND GROUP AUTONOMY IN DIFFERENTIATED ESP INSTRUCTION OF INFORMATION TECHNOLOGY STUDENTS | PDF",1792066659,25]