REDUCING FOREIGN LANGUAGE ANXIETY AS A COMPONENT OF A HEALTH-PRESERVING EDUCATIONAL ENVIRONMENT UNDER SOCIAL CHALLENGES

Abstract

This article explores foreign language anxiety among students in the context of current social challenges, especially the prolonged wartime situation in Ukraine. The importance of creating a healthpreserving educational environment that ensures psychological safety and supports students’ emotional well-being is emphasized. Drawing on national and international research, the article identifies the nature, structure, and causes of language anxiety, including communicative tension, fear of negative evaluation, and test anxiety.
The study highlights the significance of a supportive classroom atmosphere, the ethics of care, and
the communicative approach in reducing psychological barriers to speaking. The potential of digital
technologies and generative artificial intelligence is considered as a means to provide individualized
language practice in a safe, non-evaluative setting.
A model for reducing language anxiety is proposed, based on the synergy of three components:
a trust-based environment, non-judgmental teaching methods, and the balanced use of digital tools.
Practical strategies for foreign language teaching are suggested, including a gradual transition from
written to oral tasks, stable pair work, anonymous handling of difficulties, and chatbot-supported
independent practice.
The article concludes that applying these integrated approaches can enhance language learning
outcomes and strengthen students’ psychological resilience under conditions of social instability