Keyword: «language anxiety»

Learning a foreign language at non-linguistic universities is associated with a number of psychological difficulties that affect the effectiveness of the educational process. Students often face low motivation, foreign language anxiety, and lack of confidence in their abilities. The aim of the article is to analyze the main psychological barriers to foreign language learning and to identify ways to overcome them. The study employs methods of literature analysis, questionnaires, and observation. The results can be used in foreign language teaching practice in higher education.

The article examines the transformation of the linguistic “self” among university students under conditions of systematic use of generative artificial intelligence tools in foreign language learning. Empirical data reveal a paradoxical gap between objective academic performance and the subjective sense of communicative competence, accompanied by increased foreign language anxiety and the development of impostor syndrome. Based on survey and in-depth interview results (N=30), the mechanisms of linguistic personality fragmentation, algorithmic dependency, and erosion of authorial responsibility are identified. A model of conscious AI integration into the educational process is proposed, including a structured independent work algorithm for students and methodological recommendations for teachers aimed at preserving the authenticity of speech activity and fostering a stable linguistic identity.