The paper deals with the issue of cognitive aspect of learning style of information technology (IT) students that is urgent in organising differentiated instruction of English for Specific Purposes at universities. R. Oxford's Style Analysis Survey and R. Amthauer's testing of intelligence have been used for studying the cognitive aspect. As the specifics of IT field are focused on such actions of IT specialists as perception, processing and implementation of textual, symbolic, graphical information, presented in oral and written forms, the most valuable parameters for organising the learning process and work with information for the future IT specialist are sensory modality (auditory, visual and kinesthetic) and the way of processing information (analytic and synthetic). Testing the third-year IT students and the fourth-year IT students has confirmed the statement of R. Oxford that learning styles are not dichotomous. Also, testing has shown that among auditory, visual, kinesthetic and mixed modalities of IT students, the dominant sensory modalities are auditory and mixed. Mixed modalities are represented by four groups of students: learners with visual, auditory and kinesthetic modality; learners with visual and kinesthetic modality; learners with visual and auditory modality; learners with auditory and kinesthetic modality. Testing results of the third-year and the fourth-year IT students' way of processing ideas in the learning process indicate the tendency of predominance of the synthetic way of processing information and also mixed synthetic and analytic ways of processing information in the IT students. According to the R. Amthauer's test of the verbal and nonverbal intelligence of IT students can be presented as the relation 3(spatial)˂1(mathematical)˂2(verbal). The theoretical and practical thinking of the third-and fourth-year IT students are relatively balanced. All the specifics of IT students should be taken into account in the differentiated instruction of English for specific purposes. The ways of using such specifics are presented in recommendations.

This study aims to research the opportunity of applying the motivational aspect of the language learning style in differentiated instruction of English for specific purposes (ESP) to information technology students (IT) through defining their intrinsic and extrinsic motivation; to determine the students' levels of motivation; to compare motivation of the third-and fourth-year students, their desire to master the IT profession and study ESP; to define the factors which balance students' motivation. A mixed research design was employed. The participants were 234 thirdyear students and 231 fourth-year students, mostly males, aged from 20 to 22 years who studied at technical university during 2017-2019 academic years and volunteered to take part in the study. To collect the data, the questionnaires by Rean and Iakunіn "Studying the motives of students' learning", Ilina "Learning motivation at the university" and Dubovitskaya "Methodology for diagnosing the learning motivation orientation" were used. Although we revealed that students' intrinsic motivation to study ESP and master the IT profession was stronger than extrinsic motivation, we also found that the dominance of intrinsic or extrinsic motives in students may depend on the situation and particular ESP activity. The support of students' high level of motivation and development of students' medium and low levels of motivation should rely on the factors which help to balance students' motivation.

The current study aims to find out teachers’ attitudes to the WebQuest learning and analyze the specifics of WebQuests and possibilities of their use in differentiated ESP instruction of information technology (IT) students. A qualitative type of research was used. The participants of the study were 31 ESP teachers (28 females and 3 males) of the Department of English for Engineering of National Technical University of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute”. The ESP teachers participated in the study voluntarily in 2019-2020. An anonymous questionnaire was used to collect the data. The questioning of the ESP teachers has shown that most of them appreciate the idea of using the WebQuest learning. The analysis of the WebQuest specifics allowed suggesting a classification of WebQuests based on ten criteria. The structure of a WebQuest is described with a focus on IT students’ language learning styles and foreign language proficiency levels. Approaches to the WebQuest learning used by ESP teachers in the differentiated instruction were analyzed. It was concluded that the use of different types of WebQuests with a focus on learners’ differentiation helps to diversify ESP learning at technical university and facilitates the development of professional communicative skills.

The study aims to investigate the possibility of using the Belbin Self-Perception Inventory (SPI) for the actualization of the social aspect of the language learning style in the differentiated English for specific purposes (ESP) learning of information technology (IT) students so as to determine the students' and teachers' attitudes to the use of Belbin's roles in the differentiated ESP instruction. To achieve the outlined aim, a mixed research design was employed which involved 180 university IT students and 10 teachers. For data collection we used the Belbin's SPI, students' self-assessment survey and ESP teachers' survey. The results showed that the students' team and functional roles were evident in each group, irrespective of the number of students in it. Communicative roles were found to be an integral part of functional, team, and social roles. Various interaction patterns were defined for students' functional roles. The findings suggested that in the context of social relations and the roles, the subject of a conversation, communicative behavior, professional knowledge, experience, and language potential of the interlocutors are different and reflect the specifics of the situation. To improve the students' communicative skills, three stages of role learning were suggested. The optimal group size for the differentiated ESP instruction was defined. The Belbin's roles were found suitable for groups of students with different English language proficiency levels. This study showed that the use of Belbin's approach to actualization of the social aspect of the language learning style in the differentiated ESP instruction can be effectively used in teaching IT students at university.

The paper deals with the problem of teaching writing the students of technical specialties in the conditions of interdisciplinarity. The achievements in the field of teaching writing are given. The effective ways of writing texts by the students of higher technical educational institutions are considered. To achieve successful and effective written communication it is necessary to pay attention to the audience; the purpose of writing; researching the topic; focusing the ideas; information organization and content. The audience backgrounds, interests, the level of education and familiarity with the subject have to be taken into consideration by authors. For defining the purposes of the texts it is necessary to follow the scheme "style → genre → sub-purposes". Researching the topic means collecting information from different sources and processing it. Gathering information is realized on the base of the interdisciplinary approach. The Internet is considered to be the dynamic environment that suggests various information for writing. There are different ways of searching information on the Internet: the search by topics; the keyword search (with the help of search engines or a metasearch engine); the search by links. For focusing the ideas it is possible to use different tools such as brainstorming, freewriting and mindmap. Information organization of the text is considered as the structural foundation of writing that guides readers through the text and helps them to understand the progression of author's thoughts. It focuses on the structure of the text and using connective elements.