| Abstrakt: |
This article examines the innovative strategies implemented for developing English language learning in Ukraine during wartime. The study's international significance lies in examining language learning in a conflict zone, contributing to a global understanding of how education adapts to crisis. The study focuses on understanding and addressing students' motivations, preferences, and habits in this unique context. A mixed-methods approach was employed, combining quantitative analysis of survey responses with qualitative insights to understand students' perspectives. The survey, conducted among first-year students in five Ukrainian universities, identified four key aspects crucial to understanding the dynamics of language education amidst adversity: types of English language learning activities, setting language learning goals, preference for learning environments, learning modalities, and self-study habits. Each aspect provides valuable insights into students' approaches, challenges, and motivations in their language learning journey. The findings of this study reveal a strong preference for media-based and interactive learning methods among students in Ukraine during wartime. This preference underscores the effectiveness of engaging in activities like watching movies in English and practising conversation with native speakers. The study also highlights a balanced approach to goal-setting, with a significant focus on both short-term milestones and long-term aspirations. It emphasises the importance of flexible learning environments and adaptive educational strategies in supporting language learning during challenging circumstances. Recommendations include leveraging technology, promoting goal-setting skills, and fostering supportive learning environments to enhance English language education in similar contexts. [ABSTRACT FROM AUTHOR] |
