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The aim of the research is to substantiate theoretically, develop and experimentally test an instructional framework for organizing autonomous foreign language acquisition of humanities undergraduate students based on the study of their individual learning styles and thinking types in order to improve their motivation and engagement levels. The objectives of the research are conduction of theoretical analysis to refine definitions of age, motivation, engagement, learning styles, and thinking types of students for organizing autonomous student work in the university; identification of correlations between the concepts of "learning style" and "thinking type"; development and testing an instructional framework for organizing autonomous foreign language acquisition, taking into account individual characteristics of students; and providing recommendations on the issue. The relevance of the topic is substantiated by the fact that in a modern university, autonomous educational and research work of students is encouraged and great attention is paid to the individualization of learning, which forces students to study many materials on their own. Thus, there is a need to create a methodological framework that promotes autonomous learning, taking into account the individual learning styles of students. Data from 110 domestic and foreign sources focused on theories by D. Kolb, P. Honey, A. Mumford, and J. Bruner. The study resulted in the instructional framework for autonomous foreign language acquisition with tailored task selection based on students learning styles and thinking types, validated by experimental training.

• INTRODUCTION
• CHAPTER I. THEORETICAL FOUNDATIONS OF THE STUDY OF LEARNING STYLES AND THINKING TYPES AND THEIR ROLE IN THE ASSIMILATION OF EDUCATIONAL MATERIAL
  • 1.1. Pedagogical and psychological characteristics of students
  • 1.2. Methodological foundations of foreign language training of students
  • 1.3. Autonomous work as a pedagogical category of improving the effectiveness of the pedagogical process in the field of foreign language education
  • Conclusions on the first chapter
• CHAPTER II. EMPIRICAL STUDY OF THE ORGANISATION OF STUDENTS’ AUTONOMOUS FOREIGN LANGUAGE ACQUISITION IN ACCORDANCE WITH THEIR LEARNING STYLES AND THINKING TYPES
  • 2.1 Organisation, data collection and data analysis, the development of the instructional framework
  • 2.2 Conduction of the pedagogical experiment and its results
  • 2.3 Recommendations on instructional framework
  • Conclusions on the second chapter
• CONCLUSIONS
• REFERENCES
• ANNEX 1. National Survey of Student Engagement
• ANNEX 2. Activity Styles Questionnaire, LSQ
• ANNEX 3. Thinking Profile Questionnaire
• ANNEX 4. Examples of home assignments devoted to modals of speculation, health idioms, weak forms and contractions
• ANNEX 5. Examples of home assignments devoted to modals of permission, obligation and prohibition
• ANNEX 6. Examples of home assignments devoted to adjectives order and adjectives with prepositions
• ANNEX 7. Examples of home assignments devoted to adjectives and modifying adverbs
• ANNEX 8. Examples of home assignments devoted to plural forms and result clauses
• ANNEX 9. Examples of home assignments devoted to symptoms and emotions