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Self-regulation levels of 382 third- and fourth-year IT students are analyzed using the “Self-regulation Style of Learning Activities” questionnaire by Morosanova and Bondarenko (2015). Results show predominantly medium self-regulation, fewer high-level learners, and a small group with low self-regulation. Recommendations are proposed to strengthen regulation through self-, socially shared, and co-regulation, supported by Zimmerman (2003) and regulation domains.",{"@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/regulation-aspect-of-learners-language-learning-style-in-differentiated-esp-instruction-research-paper/588906/",{"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/regulation-aspect-of-learners-language-learning-style-in-differentiated-esp-instruction-research-paper/588906.png","ImageObject",300,407,{"name":92,"@type":93},"Chumphorn","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-10","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main goal of the study?","Question",{"text":112,"@type":113},"To examine how the regulation aspect of learners’ language learning style is manifested in differentiated ESP instruction at technical universities, and to propose recommendations for improving students’ regulation.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was learners’ self-regulation measured?",{"text":117,"@type":113},"Using the “Self-regulation Style of Learning Activities” questionnaire developed by Morosanova and Bondarenko (2015) with 382 third- and fourth-year IT students.",{"name":119,"@type":110,"acceptedAnswer":120},"What do the survey findings indicate about students’ self-regulation levels?",{"text":121,"@type":113},"Most learners show a medium level of self-regulation, fewer learners reach a high level, and only some students have a low level, suggesting the need to develop regulation skills.","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},588906,1792066167,{"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":14,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":34,"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":129,"read_time":143,"preview_page_count":4},2336475401981,"https://ap-avatar.wpscdn.com/avatar/22000c94efd8d5204d?x-image-process=image/resize,m_fixed,w_180,h_180&k=1786935347598174694","REGULATION ASPECT OF LEARNERS’ LANGUAGE LEARNING STYLE IN DIFFERENTIATED ESP INSTRUCTION  \nOksana Synekop  \nNational Technical University of Ukraine “Igor Sikorskiy Kyiv Polytechnic Institute”,  \nKyiv, Ukraine  \n[oksana.synekop@gmail.com](oksana.synekop@gmail.com)  \nThis study aims to investigate the issue of regulation aspect of learner’s language learning style in differentiated instruction of English for Specific Purposes (ESP) at technical universities. In particular, we defined and characterised the self-regulation levels of information technology (IT) students; outlined recommendations for improvement of students’ regulation while developing listening, speaking, reading and writing skills. To achieve that purpose we used mixed research methods in our study which involved 382 thirdand fourth-year IT students. To collect the data, “Self-regulation Style of Learning Activities” questionnaire developed by Morosanova and Bondarenko (2015), was used. As shown by the survey, most learners had a medium level of self-regulation, smaller number of students had a high level of self-regulation, and only some of them had a low level of self-regulation, which implies that students need to develop their regulation skill. Using the descriptors suggested by Morosanova and Bondarenko (2015) , we defined students’ self-regulation levels in ESP instruction. To enhance the level of self-regulation, share-regulation and coregulation in ESP learning the recommendations were given. In particular, since learning can be conducted individually, in pairs, teams and groups, various specifics of students’ regulation in ESP study was reflected in checklists for self-regulation, socially shared regulation and co-regulation. For creating the checklists, the phases of Zimmerman (2003) model and cognition, metacognition, motivation, emotion, and behaviour regulation areas were used. Finally, recommendations were suggested to ESP teachers for improvement of learners’ regulation while developing listening, speaking, reading and writing skills in differentiated ESP instruction.  \nKeywords: differentiated instruction; learning style; regulation aspect; English for specific purposes; IT-students.  \nIntroduction  \nTraining of qualified Information Technology (IT) specialists with foreign language proficiency level adequate for meeting professional needs is the primary task in teaching English for specific purposes (ESP) at Ukrainian technical universities. To ensure the effective ESP instruction of IT students the educational process should be focused on learners’ individual features. This means that learners’ differentiation in language learning style and English language proficiency levels should be considered in ESP instruction.  \nLearners’ language learning style is a multi-aspect construct in which each aspect mirrors certain specifics of an individual and requires applying appropriate ESP teaching and learning techniques in the learning environment. Along with the prevalent cognitive aspect (Dörnyei, 2005, p. 124; Dörnyei & Ryan, 2015, p. 112; Derkach, 2018; Saienko, 2017; Synekop, 2018) and motivational aspect (Guild and Garger, 1998), scholars and educational practitioners (Vermunt, 1998; Zimmerman & Campillo, 2003; Nilson, 2013) also focus on the significance of regulation aspect in development of language skills. In this regard, regulation of learning allows learners to direct their processing of content material, and “is influenced by conceptions of learning and learning orientations”(Vermunt, 1998, p. 152) .  \nAmong the variety of terms used in this context, the most important ones are “self-regulation”,“socially shared regulation” and “co-regulation”(Zimmerman, 2001; Hadwin, Järvelä, Miller, 2018, p. 83 ; Tezci et al., 2016; Mahmoodi, Kalantarib, & Ghaslanic, 2014; Kaplan et al., 2017) . Self-regulation is explained as “the degree to which learners are active participants in their own learning” (Dörnyei, 2005, p. 191) and are“proactive in their pur","cbCaicw6a2WsjhHn","https://ap.wps.com/l/cbCaicw6a2WsjhHn","pdf",324240,"English","# Introduction\n## Background and purpose\n## Key concepts of regulation and learning styles\n## Self-regulation models and theoretical framework\n## Study design and data collection","[{\"question\":\"What is the main goal of the study?\",\"answer\":\"To examine how the regulation aspect of learners’ language learning style is manifested in differentiated ESP instruction at technical universities, and to propose recommendations for improving students’ regulation.\"},{\"question\":\"How was learners’ self-regulation measured?\",\"answer\":\"Using the “Self-regulation Style of Learning Activities” questionnaire developed by Morosanova and Bondarenko (2015) with 382 third- and fourth-year IT students.\"},{\"question\":\"What do the survey findings indicate about students’ self-regulation levels?\",\"answer\":\"Most learners show a medium level of self-regulation, fewer learners reach a high level, and only some students have a low level, suggesting the need to develop regulation skills.\"}]","REGULATION ASPECT OF LEARNERS’ LANGUAGE LEARNING STYLE IN DIFFERENTIATED ESP INSTRUCTION - Research Paper | PDF",18]