Oksana ChugaiIryna LytovchenkoOlena Zelikovska2023-06-212023-06-212023Chugai, O. Technical university students’ self-regulation in online ESP learning / Chugai O., Lytovchenko I., Zelikovska O. // Prospects and innovations of science. - 2023. - 9(27). - P. 25-39.https://doi.org/10.52058/2786-4952-2023-9(27)-25-39https://ela.kpi.ua/handle/123456789/57443Reporting the findings of our research, most technical university students indicated agreement with all the statements on various aspects related to their self-regulation skills. The respondents generally hold strong opinions for the statements, especially about asking for help, listening actively and staying on the topic. However, one quarter of students who needed help, did not indicate that in class. In addition, some students underestimated their ability to help others. Therefore, ESP teachers should create supportive learning environment, provide additional materials for students and encourage them to help each other. Two thirds of the respondents in the research knew how to assess their performance at the lesson. Still, it is important for teachers to equip students with the necessary tools for self-assessment. Speaking was the most important skill for more than half of the respondents in our research, they also focused on Use of English in order to achieve good results at exams.Facing restrictions during the Covid-19 global pandemic, university students are likely to experience difficulties in controlling their learning environments and taking right decisions. As a part of performance review, one of the most important soft skills, the ability to conduct self-evaluation will be needed for future professional growth of university graduates. Therefore, it is crucial to understand the issues related to self-regulation of technical university students learning English for Specific Purposes (ESP) online. The aim of the study is to reveal peculiarities of technical university students’ self-regulation in online ESP learning. This study investigates aspects of technical university students’ self-regulation regarding their ESP course learning remotely. The quantitative method was employed to collect and analyse the responses of bachelor students of the National Technical University of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute” using a 5-point Likert scale and calculating the median (Mdn) and Inter-Quartile Range (IQR). The qualitative data aimed at further exploration of the issue was conducted through interviews, as well as oral and written feedback of students during the online lessons. We consider the second year of the Covid-19 quarantine as emergency education as there were no other options except studying online. Though universities adjusted to the changed environment and were better equipped in order to provide technical and methodological support for studying online, it was not possible to have regular face-to-face classes.entechnical university studentsself-regulationself-assessmentonlinereflectionstudent autonomyTechnical university students’ self-regulation in online ESP learningArticleP. 25-39378.124:81'11:811.1110000-0002-2118-82550000-0002-8578-39850000-0002-6559-9101