Волкова, НаталіяТарнапольський, ОлегЛебідь, ОльгаВласенко, Катерина2024-04-092024-04-092021https://ir.duan.edu.ua/handle/123456789/4023This article addresses the issue of developing and using students’ workshops in English. Inthe article, such workshops are defined as the fullest form of peer-teaching in which one or severalstudents (workshop organizers) guide their group-mates in performing extra-linguistic learning activitiesconducted in the target language. The research describes workshops as one of the most efficient waysof involuntary (subconscious) target language acquisition achieved through extra-linguistic practical(experiential) activities performed by way of communication in the language to be learned. The articlereports the results of a comparative experimental study in which students of a non-linguistic major(Psychology) and students majoring in English as a foreign language on which their career option(Applied Linguistics) is based were practicing workshops in English in their mandatory classes on thatlanguage. The results of the experimental study clearly demonstrate and prove that workshop practicewas quite successful in both cases not only in what concerns the involuntary (subconscious) developmentof learners’ target language communication skills. No less evident was the development of some ofthe students’ psychological qualities (emotional intelligence) important for their further studies andprofessional careers.enEnglish as a foreign languagestudents’ workshopsEnglish communication abilitiesemotional intelligenceArticle