Abstract:
This study analyzes the linguistic readiness of higher education students to participate in international academic exchanges and identifies barriers to successful language acquisition. Utilizing a quantitative correlational-descriptive design, the researchsurveyed 220 Ukrainian university students involved in academic mobility programs. Readiness was assessed through a proficiency test and self-assessment scales. Data analysis included descriptive statistics, Pearson correlation, and multiple linear regression. Results indicate that while most students possess average readiness, they excel in reading but struggle with academic writing and speaking. Three barrier groups emerged: linguistic, psycho-emotional, and organizational. Regression analysis revealed that academic confidence (β= .45), language anxiety (β= –.29), and self-assessment (β= .24) are key predictors, with the model explaining 40% of the variance in linguistic readiness. The study highlights the critical role of psychological factors and individual learning strategies over institutional support. Recommendations include integrating systematic English for Academic Purposes (EAP) courses and anxiety-reduction strategies to better prepare prospective exchange students.
