Motivation is one of the vital factors in learning a language, the feelings and excitement offered by extra enthusiasm for students to learn a second language in a better way. For the past twenty years, teaching methods have been developed to enhance the students' motivation with the purpose of improving their language skills. Using games in ESL classroom is one of such methods supplementing the teachinglearning process. In this article, we examined how gamified method of teaching ESL may affect the attitude of university students towards the language and their level of motivation. The study was conducted to 112 freshmen of the National University of Life and Environmental Sciences of Ukraine. The design of this study was quantitative in nature that employed two questionnaires as a measuring instrument. The participantswere required to answer all the items of the questionnaires, giving their own perceptions about 1) their experience of learning English and 2) their attitudes toward using games in learning English to boost their learning motivation. The obtained data revealed that using gamified training sessions was mostly successful in enhancing students' motivation in learning English and the majority of students revealed positive attitudes to using games in language learning. Only 6% of students wrote in the descriptive questions that they did not build confidence and their level of interest in English learning remained low during the training sessions. It is very important that students mentioned that their level of motivation and confidence increased and they felt much more secure and safe. The total percentage of students who revealed increased motivation and confidence after Kahoot-based training sessions was 66%; 28% of students remained neutral and 6% of students wrote in the descriptive questions that they did not build confidence and their level of interest in English learning remained low during the training sessions. The fact that a vast majority of students revealed positive attitudes to using games in language learning suggests that this method could be of use when utilized systematically over the academic year. However, university teachers should try various approaches and strategies to create a supportive learning environment in the classroom where learners feel interested, safe and secure to set and pursue their learning goals. In our further research, we will try to investigate other methods of keeping students motivated and engaged in ESL learning. Анотація. Мотивація є одним із надзвичайно важливих чинників у вивченні мови, що додає студентам ентузіазму. Протягом останніх двадцяти років були розроблені мето-© Tsymbal Svitlana DOI (Article): https://doi.Аннотация. Мотивация является одним из важнейших факторов в изучении языка, что придает студентам энтузиазма. В течение последних двадцати лет были разработаны методики обучения, направленные на повышение мотивации студентов с целью улучшения их речевых навыков. Использование игр в аудитории является одним из таких методов, дополняющих процесс ...

The aim of the article is to argue theoretically and empirically study the relationship between social expectations and psychological well-being of university students. Methodological starting points of empirical research are outlined. Valid and reliable test methods are used to study the psychological content parameters of social expectations and psychological well-being. The results determined that the psychological features of social expectations and psychological well-being of student's youth are theoretically substantiated. It was found that the respondents have an average level of parameters of psychological well-being and social expectations, which indicates moderate life satisfaction and the presence of adequate orientation in the socio-psychological reality. The most formed components of psychological well-being are the balance of affect and meaningfulness, which indicates the awareness of their own lives by student’s youth. It is recorded that the respondents have the least formed - self-acceptance, positive attitude and autonomy.

The digital revolution has transformed the way people access information, communicate and learn. It is teachers' responsibility to set up environments and opportunities for deep learning experiences that can uncover and boost learners’ capacities. Twentyfirst century competences can be seen as necessary to navigate contemporary and future life, shaped by technology that changes workplaces and lifestyles. This study explores the concept of digital competence and provide insight into the European Framework for the Digital Competence of Educators.

Effective ESL teaching/learning has always been one of the most important interest areas for researchers and educators-practitioners. Over the past twenty years, teaching methods have been developed to enhance the students’ motivation and self-confidence with the purpose of improving their language skills. Learners with higher motivation do better in English, and learners with self-confidence tend to be more successful in learning. The contemporary society is constantly changing and developing new technologies. Using online games in ESL classroom is one of such methods supplementing the teaching-learning process. Learners are often motivated by hands-on and active learning opportunities. The students are able to work on accomplishing a goal by choosing specific actions. They experience the consequences of the actions, which is one of the ways that a game-based learning experience is similar to real life. In this article, we examined how the Kahoot game-based method of teaching ESL may affect the attitude of university students towards the language and their level of motivation and confidence. The obtained data revealed that using Kahoot training sessions was mostly successful in enhancing students’ confidence and motivation in learning English and the majority of students revealed positive attitudes to using Kahoot in language learning. However, 11% of students considered using online games to be a waste of time and 22% of students thought that learning English should not have fun as a necessary requirement. The author suggests that game-based method of teaching could be of use when utilized systematically over the academic year. However, university teachers should try various approaches and strategies to create a supportive learning environment in the classroom where learners feel interested, safe and secure to set and pursue their learning goals.

Effective EFL teaching/learning has always been one of the most important interest areas for researchers, educators-practitioners. Language learners use different language learning strategies in performing the tasks and processing the new input they face. Language learning strategies are good indicators of how learners approach tasks or problems encountered during the process of language learning. This paper contributes to the discussion on how the use of learning strategies may affect the process of language learning. The obtained data revealed that students at NULES use a number of strategies relevant to their English studies, although wider and more frequent strategy use would be desirable in order to make their learning more effective.