After a long period of distance learning, teachers face new challenges, the nature of which is quite diverse. Almost all specialists face a decrease in the level of interest and motivation of students.

This was influenced by many factors, such as: relative relaxation during distance online learning, insufficient control by the teacher, a high proportion of independent work, the ability to freely use all available sources, increased stress levels, etc.

The purpose of our research is to consider ways of effective motivation for students of non-philological specialties in the process of learning foreign languages in the period of post-distance learning.

All pedagogues mostly agree that students’ motivation to study is one of the main components of the educational process. However, they often point out that there are no clear methods for improving the effectiveness of the educational process, which would be universal for each individual participant of the educational process. Various ways of motivating educational activities can be found in scientific researches. Thus, the motivation of learning as an activity that is consciously carried out by a student is the result of both the processing of those influences that it receives from the family and wider social environment, as well as education, a conscious or subconscious relationship to these influences, associated with special life attitudes, aspirations, interests of the student, etc. (Kovalenko, 2020).

In our opinion, motivation is a set of motivating factors that determine the activity of an individual, which include motives, incentives, situational factors, and needs that determine student behavior. One of the main factors that influence students’ motivation to study is the acquisition of knowledge, skills and abilities that will later form the foundation of professional activity. In the case of low motivation, teachers have to use different methods of stimulating educational activity. The process of forming the structure of a student's motivations for educational activity begins from the first days of his stay at a higher educational institution, but the effectiveness of such a process can be different. After using interactive platforms, break-out rooms, bright visuals during remote online classes, face-to-face classes partially lose their appeal and look somewhat monotonous.

We tried to diversify foreign language classes by performing creative tasks and projects, working in pairs and small groups, working with interactive tasks and platforms individually through personal gadgets (e.g. YouTube, LiveWorksheets, Miro, TedTalks, etc.). Thus, we admit that motivation is a rather complex process that can have different directions. For example, a student’s internal motivation is found in the person himself/herself and is a more significant, effective and necessary form of motivation, while external motivation comes from the environment (Shum, 2023).

Based on the results of observation, we note that the problem of motivating educational activities is not to force students to do the same work, but to find technologies that satisfy the social order of society, that is, to prepare students for real situations, in particular professional ones. Individual tasks under the supervision of a teacher with instructions and constant feedback give effective results. The arrangement of students in small groups is of great motivational importance. If students with a neutral motivation level for the subject are combined with those who do not like the subject, then as a result of joint work, the former significantly increases their interest in this subject. If students with a neutral attitude towards this subject are included in the group of those who love this subject, then the attitude of the former does not change.

According to the results of the observation, we believe that it is necessary to use problematic motivations and tasks at each of the stages of the lesson. If the teacher does this, motivation is usually at a fairly high level. It is important to note that its content is cognitive, that is, internal.

To sum it up, we should admit that despite the new challenges, the system of Ukrainian higher education is trying to respond quickly and efficiently and to ensure the high quality of the educational process. The practical aspect of communication is very important for students' motivation, so working in pairs or small groups, as well individual grammar and lexical tasks is often enough to raise the level of motivation. We believe that creative individual or group tasks can be an effective component of exercises for training communication skills, although they require further improvement to highly motivate students.

References

1. Kovalenko, N., Bobrova, N., Hancho, O., Zachepylo, S. (2020). Motyvatsiia studentiv yak zaporuka uspishnoho profesiinoho rozvytku [Students’ motivation as a promise of successful professional development]. Medychna osvita. № 3, 43-48.
2. Schum, O. (2023). Besonderheiten des Fernunterrichts von Fremdsprachen in Kriegszeiten (am Beispiel der deutschen und englischen Sprachen). Suchasni tendentsii vykladannia inozemnykh mov u zakladakh vyshchoi osvity: Materialy V Mizhnarodnoi naukovo-praktychnoi onlain konferentsii, 17 travnia 2023 r., 152-156.