PSYCHOLOGICAL PECULIARITIES IN DESIGNING INDIVIDUAL TRAJECTORY OF FOREIGN LANGUAGE LEARNING IN UNIVERSITY

Abstract

With the advent of personalized learning approaches, designing individualized foreign language learning trajectories tailored to each student’s psychological profile is vital for optimizing engagement and proficiency outcomes. This conceptual article analyzes the relationship between university foreign language learners’ psychological features and effective individualized trajectory design. A review of literature identifies motivations, cognitive styles, personality traits, and other affective factors that shape language learning processes and preferences. An examination of how these psychological peculiarities interact with personalized instruction provides insights into adapting trajectories for different profiles. Recommendations are presented on approaches for aligning learning goals, activities, materials, and assessments to students’ motivational dispositions, learning styles, and personality tendencies. The analysis establishes guidance on psychologically-attuned individualized trajectory design, though further research is needed on measurement frameworks and adaptive instructional technologies. This contributes new perspectives to scholarship on personalized education and learner psychology.