DEVELOPING UKRAINIAN STUDENTS’ MOTIVATION TO LEARN ENGLISH THROUGH SOCIAL-EMOTIONAL LEARNING IN A TIME OF WAR

Abstract

The relevance of this study stems from the need to identify effective ways to increase students’ motivation to learn English during wartime, when emotional stress and instability in the educational environment can negatively affect students’ engagement in learning activities. The purpose of this article is to theoretically substantiate and describe a methodology for developing motivation among 5th- and 6th-grade students to learn English using social-emotional learning strategies, as well as to present the results of its pilot implementation. The following methods were used: analysis of psychological, pedagogical, and methodological literature; questionnaires; pilot teaching; and quantitative and qualitative analysis of the results. The study found that Generation Alpha students are characterized by a focus on emotional well-being, a need for a psychologically safe educational environment, and an awareness of the practical value of learning activities – factors that must be taken into account when selecting motivational strategies for English language classes. It has been determined that the most effective strategies for fostering motivation among 5th- and 6th-grade students are social-emotional learning strategies aimed at developing self-awareness, self-regulation, and the ability to establish and maintain relationships. A set of exercises has been developed to foster these social-emotional skills; these exercises are integrated into the content of English language lessons and promote the development of students’ intrinsic and extrinsic motivation. A pilot implementation of the methodology involving students showed a positive trend in motivational indicators. The most noticeable changes were observed in the use of English outside of class, active participation in learning activities, willingness to work in pairs or groups, confidence in oral speech, and a desire to learn new English words. The results obtained demonstrate the potential of using social-emotional learning strategies to support student motivation and create an emotionally safe educational environment during English language instruction in wartime conditions. The practical value of this study lies in the possibility for teachers at general secondary schools to use the developed set of exercises to support the motivation of 5th- and 6th-grade students to learn English and to create an emotionally safe educational environment during wartime.