Preferences of Ukrainian Students Learning Polish as a Foreign Language Regarding Types of Grammar and Vocabulary Exercises

Background: Following the full-scale Russian invasion of Ukraine, the issue of teaching Polish as a foreign language to Ukrainian-speaking individuals has gained new relevance. Consequently, the demand for qualified teachers and methodologically sound teaching materials grew. Recent research has increasingly focused on the specific difficulties faced by Ukrainian learners, typical language errors, teaching tools, and the influence of learners’ preferences on the learning process—especially in the context of grammar and vocabulary exercises. Purpose: The aim of the article is to analyze (on the base of a questionnaire) the preferences of Ukrainian students studying Polish as a foreign language with regard to the types of grammar and vocabulary exercises. It explores the perceived usefulness of different exercise types at various proficiency levels and considers students’ prior language learning experiences, particularly with languages other than Polish. Results: The study shows that Ukrainian students prefer engaging methods of learning Polish, especially listening to audiovisual materials and participating in conversations. Closed exercises, particularly for grammar and vocabulary, are viewed as convenient and effective. Although less popular, open-ended tasks are considered more useful for developing language skills. At the B2 level, there is a growing appreciation for independent study and writing tasks, whereas students at the B1 level prefer more interactive forms of learning, such as pantomime and movement-based activities. It is recommended that Polish language instruction combines diverse methods, tailored to learners’ proficiency levels and preferences.