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Although studies on the approaches and methods of teaching Academic Writing in university classroom are extensive, comparative studies on students’ evaluation of the classroom strategies and techniques applied are still scant. Therefore, this research implies a quantitative study based on comparative analysis of Slovak and Hungarian EFL learners’ responses on a special questionnaire in English Academic Writing. The objective of the study was to explore senior university students’ attitude to the academic writing tasks, specificity of a writing program at the university, its advantages and disadvantages; to evaluate their own writing abilities and provide recommendations concerning feedback and writing instructions in class along with the ways of their improvement. It accords to the area of study on effective writing assignments, techniques and methods involved in everyday practice in Central European universities, which can make academic writing both a productive and joyful tool in English language acquisition process.

The paper deals with characteristics of Anglicisms that operate in the contemporary Russian slang with the emphasis on their word-formation features. The penetration of these lexical units into the Russian language provides a researcher with a linguistically interesting material as the English and Russian languages represent typologically different language systems. To begin with, the research focuses on the origin of the individual word bases and affixes from which the Anglicism instances analysed by us are formed. Moreover, we treat the representation of non-motivated and word-motivated lexemes. At the same time, word-formation means, methods and procedures for the formation of Anglicisms in the Russian slang are taken into account. The above-mentioned lexical units find their word-formation realization within these processes: derivation, composition, compounding, clipping, acronyms, blending, conversion, calques, fusion, univerbization and phonetic mimicry. Additionally, they display differences in onomasiological categories across the studied field. With respect to this, we cover the word-formation features of the processes: word-formation strings, paradigms and nests; word-formation types, onomasiological categories and types of onomasiological categories. The practical utilization of the research is possible in the areas of comparative and applied linguistics and translatology when searching for equivalents of lexical units in typologically different languages. Furthermore, the results of the research are applicable in the methodology of teaching foreign languages.

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The article focuses on the peculiarities of procrastination based on resilience of the Ukrainian students while studying English, as well as of Ukrainians studying abroad (Slovakia, Poland) or of those forced to leave Ukraine due to russian aggression and being obliged to learn a foreign language (Slovak and Polish). The relevance of the study of procrastination inside both groups is evidenced by the results of an empirical study that demonstrates an advantage of high and medium levels of overall procrastination. The constructive role of resilience in measuring procrastination of the respondents of the first group has been statistically confirmed, and the dependence of resilience indicators of the respondents of the second group on individual scales of procrastination has been revealed. The emphasis is placed on the importance of developing resilience in order to prevent procrastination of the English-speaking students and on elaboration of a flexible response to the changed situation, as well as communicative control of the respondents studying Slovak and Polish languages.