The article deals with the use of effective reading strategies with Generation Z students based on a critical review of modern psychological and pedagogical studies of 'digital learners'. The relevance of the study is substantiated by the fact that the subjects of the modern educational process today are mostly representatives of Generation Z and their ways of study, preferences and values are bringing important changes to teaching and learning contexts. The purpose of the article is to analyse effective reading strategies using authentic texts. It features a brief overview of the studies devoted to the reading strategies and highlights the differences between reading skills and reading strategies. The authors explore the concept of authenticity of texts and tasks and suggest their highly motivational nature for digital learners. The article presents an analysis of Generation Z's unique characteristics and projects them onto the choice of effective reading strategies for digital learners. The article concludes with a discussion of pedagogical implications and a list of recommendations to consider when selecting effective reading strategies for language classrooms.

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The focus of the article is on the process of internationalization of the ukrainian universities and the role of English for specific purposes which is considered as a platform for developing Key Competences for Lifelong Learning 2021. It is underlined that the international component of competence-oriented education requires new and innovative forms of English for specific purposes teaching and learning. That is why the participation of ESP teachers in the international projects, one of which is English for Universities British Council Ukraine and Ministry of Education and Science of Ukraine, is of great importance. It is emphasized that such projects have the great influences upon the quality of education in general and ESP teaching in particular, enhance using of the new methods of the professional language competence development. The definitions of ESP as well as its absolute and variable characteristics have been analyzed. This analyses has brought to the conclusion that Needs Analyses is the cornerstone of English for Specific Purposes. Needs Analyses Questionaire as one of the most appropriate research tools to define learners' needs, should be designed in accordance with five specific groups among which is target situation analysis, as well as, objective versus subjective needs analysis, linguistic and discourse analyses. The effectiveness of using Needs Analyses Questionaire is examplified by the results of 5-year-study of the students needs influence of the participation in Academic mobility programs. These results created a valuable bases for the further curriculum design where the students' prospective professional needs, their needs in terms of language skills and some deficiencies in this area had been taken into account. It was concluded that the systematic review of students' needs analyses maintains and improves the quality and efficiency of the educational process. Sharing teaching experience while participating in the international educational projects widens ESP teaching horisons, gives a solid background for building strong quality assurance system as a key to provide high-quality education.

The article deals with the use of effective reading strategies with Generation Z students based on a critical review of modern psychological and pedagogical studies of 'digital learners'. The relevance of the study is substantiated by the fact that the subjects of the modern educational process today are mostly representatives of Generation Z and their ways of study, preferences and values are bringing important changes to teaching and learning contexts. The purpose of the article is to analyse effective reading strategies using authentic texts. It features a brief overview of the studies devoted to the reading strategies and highlights the differences between reading skills and reading strategies. The authors explore the concept of authenticity of texts and tasks and suggest their highly motivational nature for digital learners. The article presents an analysis of Generation Z's unique characteristics and projects them onto the choice of effective reading strategies for digital learners. The article concludes with a discussion of pedagogical implications and a list of recommendations to consider when selecting effective reading strategies for language classrooms.

The article outlines the learning initiatives of the countries with the English language High proficiency index. On the bases of this analysis the governments' actions that have led to a higher level of English proficiency in Germany, Hungary, Malaysia and Spain are highlighted. They include the establishment of Institute for quality development in education with the independent assessment; setting foreign language proficiency standards for primary and secondary schools; some projects on the development of the English language competences, the professional development of teachers, the introduction of bilingual instruction in classes; the optimization of the process of internationalization of higher education exchange of students and teachers. The laws and some important achievements in the field of teaching English in Ukraine are highlighted, namely: the results of teachers' participation in the international ESP project as a prerequisite of achieving excellence in the quality of ESP teaching.