AUTONOMOUS LANGUAGE LEARNING AMONG ENGINEERING STUDENTS: LEARNING BEHAVIOURS, SELF-REGULATED LEARNING, AND STUDENT PERSPECTIVES

Learner autonomy has become an essential objective of English language teaching, particularly in higher education, where students are expected to assume increasing responsibility for their own learning. Furthermore, digital technologies and artificial intelligence have transformed autonomous language learning by providing personalised support. The present study investigates autonomous language learning practices and perceptions among undergraduate engineering students studying English as a Second Language (ESL). The research aimed to evaluate the extent to which students demonstrate autonomous learning behaviours and self-regulated learning skills, identify the resources they use, examine perceived benefits and challenges, and explore their intentions to continue autonomous language learning after graduation. A quantitative survey was conducted among 65 bachelor’s degree engineering students enrolled in an English for Specific Purposes course at the National Technical University of Ukraine «Igor Sikorsky Kyiv Polytechnic Institute». Data were collected through an anonymous questionnaire consisting of multiple-choice and Likert-scale items and analysed using descriptive statistics, including frequencies, percentages, median values, and interquartile ranges. The findings indicate that students actively engage in technology-supported autonomous learning, with AI tools, English-language videos, podcasts, and mobile applications representing the most frequently used resources. Respondents generally demonstrated positive selfregulation in goal setting, progress monitoring, and strategy adjustment, whereas self-evaluation and independent decision-making received less favourable ratings. Flexibility, personalised learning, responsibility, and digital literacy were identified as the principal advantages of autonomous learning, while lack of motivation, insufficient time, and difficulty maintaining regular study routines constituted the main barriers. The study demonstrates that students expressed positive intentions to continue learning English independently after graduation. The findings highlight the importance of integrating self-regulated learning strategies together with carefully guided use of digital technologies and AI tools to strengthen learner autonomy in ESP courses.