DEVELOPMENT OF ENGLISH SCIENTIFIC WRITTEN COMMUNICATION OF HIGHER EDUCATION STUDENTS IN A TRAUMA-SENSITIVE LEARNING ENVIRONMENT

Abstract

The article is devoted to the development of English-language academic written communication skills of higher education students in the context of traumasensitive teaching. The relevance of the study is determined by the growing role of English-language scientific writing in contemporary higher education, as well as by the need to take into account students’ psycho-emotional state under the conditions of war, prolonged stress, and the instability of the educational process.

The purpose of the study is to provide a theoretical substantiation of the peculiarities of developing English-language scientific written communication of higher education students in the context of trauma-sensitive instruction and to outline the methodological foundations for selecting and organizing multilevel writing tasks aimed at forming the corresponding skills.

The methodology combines general scientific and special pedagogical methods. Analysis, synthesis, generalization, systematization, the comparative method, structural-functional analysis, pedagogical modelling, and the descriptive method were employed to determine the essence of English-language scientific written communication, the conditions for its development, and the characteristics of multilevel writing tasks.

The scientific novelty of the study lies in substantiating a trauma-sensitive approach to the development of English-language scientific written communication of higher education students as a combination of linguodidactic and psychological-pedagogical principles of instructional organization. The article identifies the methodological conditions for the effective formation of the corresponding skills and proposes a system of multilevel writing tasks that can be adapted to a particular educational context, students’ level of language proficiency, and their educational needs.

Conclusions. The development of English-language scientific written communication in the context of trauma-sensitive instruction should be regarded as a stage-by-stage process whose effectiveness increases through the use of clear scaffolding, transparent criteria, multilevel tasks, and supportive feedback. The proposed approach has practical potential for use in contemporary higher education and may serve as a basis for further improvement of the methodology of teaching English-language scientific writing.