**4. Conclusions**

E-AMS is a unique science-intensive high-tech product. Its use will lead to a synergistic effect in the learning process and, as a result, the accelerated creation of a new language zone in the minds of adult learners. The system provides a process of controlled formation of professional and speech skills, which allows you to move from language learning to its improvement in the process of use. It is created on a modular basis, so each element of the system can be effectively developed and used separately. At the same time, the effect of sharing all elements of the system and integrating additional developments can significantly exceed the capabilities of existing analogues and help solve very important social problems.

In the European Union as part of the Horizon 2020 program, a preliminary assessment of the material and time resources for the creation of a border system combined with the necessary infrastructure for the implementation of the task of training professional personnel and language adaptation of refugees and migrants was carried out. Such expenses amount to approximately 5 million euros, which should be allocated over 2 years, provided that the necessary work is carried out in parallel between 5–6 institutions or organizations.

Within the framework of the current Horizon Europe program, the amount of resources allocated will certainly be increased since apparently the EU leadership does not have a constructive understanding of how to turn the existing migration crisis from a state of humanitarian disaster into a process of managed migration. The consistent appearance of even individual components of e-AMS will contribute to improving the quality of the educational process in the field of foreign language acquisition and expanding international relations.

The work is in its initial stage and researchers from Ukraine, Lebanon, the United States, Japan, and Belarus are involved in the project to some extent. It should be emphasized that it does not contradict the existing system of assessment of language competencies in Europe, but rather contributes to increasing their importance. The role and place of e-AMS in the Cambridge exam system and the assessment systems they have developed is shown on the right side of **Figure 16**.

I would like to note that the documents prepared by the Council of Europe on the basis of the recommendations of Cambridge and other educational institutions of the United Europe, talk in detail about multi-stage levels of language proficiency, but they do not say anything about how to achieve this in the minds of adult

**Figure 16.** *CEFR and the new approach.*
