The Impact of Feedback on Students’ Autonomous ESP Learning Outcomes

The present paper provides the results of feedback influence on students’ autonomous ESP learning. It is aimed to study impact learning outcomes first-year students, who are studying a two-year university course “English for Specific Purposes (ESP)”, significant part which dedicated self-regulated aim improve proficiency in professionally oriented English communication level B2 according Common European Framework Reference Languages (CEFR). investigation has proved importance teachers’ support those students received regularly signify that even being self-sufficient, strive or peer observation and educational process. In article, interdependence between competence literacy presented. suggest considerably influenced by supportive external written if it sought, their at least moderate higher. A higher observed among with more advanced demonstrate better academic achievements communication. coherence elaborated levels Ukrainian ways its enhancing can be educators other countries.