Ukrainian Government Introduces New Concept to Promote English Language Learning: Expert Highlights the Most Effective Method
Recent decisions by the Cabinet of Ministers of Ukraine to approve a national target program aimed at encouraging the study and dissemination of the English language among Ukrainian citizens between 2026 and 2030 open new prospects for enhancing the country's linguistic skills. These measures have sparked widespread discussion both in society and among experts, especially considering that previous efforts to improve English proficiency, although numerous, have failed to produce significant results. The shortcomings in this initiative point to the urgent need for a fundamental shift in approach. Vitaliy Zubkov, a renowned foreign language teacher, psycholinguist, and creator of popular language learning platforms, emphasizes in his article "Can Ukraine Speak English?" that supporting language development at the state level is a correct idea, but the way it is executed determines its success. He recalls that past programs—such as courses for teachers and civil servants, the national project Future Perfect, and other initiatives—have not significantly changed the situation. According to data from the Kyiv International Institute of Sociology, only 51% of Ukrainians possess basic knowledge of English, with just 23% able to communicate fluently, read, and write. Zubkov attributes this low level of proficiency to deeply ingrained educational and psychological approaches dating back to the Soviet era, where language learning was mostly about memorization and grammar, not practical application. Learners primarily focus on rote learning vocabulary and rules, rather than using language actively in real-life situations. The expert argues that modern language teaching must change radically. Success depends on shifting focus from mere knowledge accumulation to skill development in active communication. He stresses that making mistakes and experimenting are natural parts of learning. True mastery of English comes through experience, iterations, and practical use, not just memorization. Zubkov criticizes the current separation between knowledge and speaking practice, advocating for innovative solutions. Among them, the creation of free mobile apps that simulate playful learning, tailored to individual levels and emotional states, could significantly improve results. He envisions an app that adapts dynamically to the user’s needs, develops language skills through engaging tasks rooted in real-world scenarios, and encourages learning through game-like methods.