Russian Students’ Perception of Online Foreign Language Learning during COVID-19

Olga Karamalak; Elena Pozhidaeva; Olga Blinova

EN

Russian Students’ Perception of Online Foreign Language Learning during COVID-19

Abstract

The article discusses the results of the quantitative and qualitative survey on the online foreign language (FL) learning in Russian tertiary education during the pandemic that consisted of three parts: personal information, Likert scale and open questions. This anonymous survey includes the responses of 328 undergraduate and graduate students. It highlights main challenges students had to face studying FL online and their general thoughts and concerns connected with the issue. In general, the responses of the students of the Russian universities showed that the transition to online FL classes was a positive experience to them, since they confirmed that the quality of education and assessment seemed to be the same as well as the diversity, interaction and interest. Furthermore, they received more personalized feedback which means that their professors of FL adapted to the new situation quickly and managed to maintain the teaching process. Students seemed to appreciate the use of different platforms in class and for self-study. They mostly complained about the workload of written materials and insufficiency of speaking tasks. This study can contribute to similar research dedicated to experiences and opinions on online FL learning during the pandemic.

Keywords

References

Alexander, S. (2001). E‐ learning developments and experiences. Education + Training, 43(4/5), 240–248. https://doi.org/10.1108/00400910110399247
Alexander, S. (2001). E‐ learning developments and experiences. Education + Training, 43(4/5), 240–248. https://doi.org/10.1108/00400910110399247
Alexander, S. (2001). E‐ learning developments and experiences. Education + Training, 43(4/5), 240–248. https://doi.org/10.1108/00400910110399247
Alexander, S. (2001). E‐ learning developments and experiences. Education + Training, 43(4/5), 240–248. https://doi.org/10.1108/00400910110399247
Almaiah, M.A., Al-Khasawneh, A., Althunibat, A. (2020). Exploring the critical challenges and factors infuencing the E-learning system usage during COVID-19 pandemic. Educ. Inf. Technol., 25 (6), 5261-5280. Retrieved from https://link.springer.com/content/pdf/10.1007/s10639-020-10219-y.pdf
Almaiah, M.A., Al-Khasawneh, A., Althunibat, A. (2020). Exploring the critical challenges and factors infuencing the E-learning system usage during COVID-19 pandemic. Educ. Inf. Technol., 25 (6), 5261-5280. Retrieved from https://link.springer.com/content/pdf/10.1007/s10639-020-10219-y.pdf
Almaiah, M.A., Al-Khasawneh, A., Althunibat, A. (2020). Exploring the critical challenges and factors infuencing the E-learning system usage during COVID-19 pandemic. Educ. Inf. Technol., 25 (6), 5261-5280. Retrieved from https://link.springer.com/content/pdf/10.1007/s10639-020-10219-y.pdf
Almaiah, M.A., Al-Khasawneh, A., Althunibat, A. (2020). Exploring the critical challenges and factors infuencing the E-learning system usage during COVID-19 pandemic. Educ. Inf. Technol., 25 (6), 5261-5280. Retrieved from https://link.springer.com/content/pdf/10.1007/s10639-020-10219-y.pdf

Alqahtani, A.Y., Rajkhan, A.A. (2020). E-learning critical success factors during the COVID-19 pandemic: a comprehensive analysis of e-learning managerial perspectives. Educ. Sci., 10 (9) (2020), 1-16. Retrieved from https://www.mdpi.com/2227-7102/10/9/216
Alqahtani, A.Y., Rajkhan, A.A. (2020). E-learning critical success factors during the COVID-19 pandemic: a comprehensive analysis of e-learning managerial perspectives. Educ. Sci., 10 (9) (2020), 1-16. Retrieved from https://www.mdpi.com/2227-7102/10/9/216
Alqahtani, A.Y., Rajkhan, A.A. (2020). E-learning critical success factors during the COVID-19 pandemic: a comprehensive analysis of e-learning managerial perspectives. Educ. Sci., 10 (9) (2020), 1-16. Retrieved from https://www.mdpi.com/2227-7102/10/9/216
Alqahtani, A.Y., Rajkhan, A.A. (2020). E-learning critical success factors during the COVID-19 pandemic: a comprehensive analysis of e-learning managerial perspectives. Educ. Sci., 10 (9) (2020), 1-16. Retrieved from https://www.mdpi.com/2227-7102/10/9/216
Anderson, T., & Dron, J. (2011). Three generations of distance education pedagogy. The International Review of Research in Open and Distributed Learning, 12(3), 80–97. https://doi.org/10.19173/irrodl.v12i3.890
Anderson, T., & Dron, J. (2011). Three generations of distance education pedagogy. The International Review of Research in Open and Distributed Learning, 12(3), 80–97. https://doi.org/10.19173/irrodl.v12i3.890
Anderson, T., & Dron, J. (2011). Three generations of distance education pedagogy. The International Review of Research in Open and Distributed Learning, 12(3), 80–97. https://doi.org/10.19173/irrodl.v12i3.890
Anderson, T., & Dron, J. (2011). Three generations of distance education pedagogy. The International Review of Research in Open and Distributed Learning, 12(3), 80–97. https://doi.org/10.19173/irrodl.v12i3.890
Balluerka, N., Rodríguez, M., Gorostiaga, A., & Vergara, A. I. (2008). Development of a questionnaire to evaluate pilot schemes adapting undergraduate courses to the requirements of the European Higher Education Area (EHEA). European Psychologist, 13(3), 222–226. https://doi.org/10.1027/1016- 9040.13.3.222
Balluerka, N., Rodríguez, M., Gorostiaga, A., & Vergara, A. I. (2008). Development of a questionnaire to evaluate pilot schemes adapting undergraduate courses to the requirements of the European Higher Education Area (EHEA). European Psychologist, 13(3), 222–226. https://doi.org/10.1027/1016- 9040.13.3.222
Balluerka, N., Rodríguez, M., Gorostiaga, A., & Vergara, A. I. (2008). Development of a questionnaire to evaluate pilot schemes adapting undergraduate courses to the requirements of the European Higher Education Area (EHEA). European Psychologist, 13(3), 222–226. https://doi.org/10.1027/1016- 9040.13.3.222
Balluerka, N., Rodríguez, M., Gorostiaga, A., & Vergara, A. I. (2008). Development of a questionnaire to evaluate pilot schemes adapting undergraduate courses to the requirements of the European Higher Education Area (EHEA). European Psychologist, 13(3), 222–226. https://doi.org/10.1027/1016- 9040.13.3.222
Chand, A.A., Lal, P.P., Chand, K.K. (2021). Remote learning and online teaching in Fiji during COVID-19: The challenges and opportunities. International Journal of Surgery, V. 92, 2021, 106019, ISSN 1743-9191. Retrieved from https://doi.org/10.1016/j.ijsu.2021.106019
Chand, A.A., Lal, P.P., Chand, K.K. (2021). Remote learning and online teaching in Fiji during COVID-19: The challenges and opportunities. International Journal of Surgery, V. 92, 2021, 106019, ISSN 1743-9191. Retrieved from https://doi.org/10.1016/j.ijsu.2021.106019
Chand, A.A., Lal, P.P., Chand, K.K. (2021). Remote learning and online teaching in Fiji during COVID-19: The challenges and opportunities. International Journal of Surgery, V. 92, 2021, 106019, ISSN 1743-9191. Retrieved from https://doi.org/10.1016/j.ijsu.2021.106019
Chand, A.A., Lal, P.P., Chand, K.K. (2021). Remote learning and online teaching in Fiji during COVID-19: The challenges and opportunities. International Journal of Surgery, V. 92, 2021, 106019, ISSN 1743-9191. Retrieved from https://doi.org/10.1016/j.ijsu.2021.106019
Conole, G., De Laat, M., Dillon, T., & Darby, J. (2008). 'Disruptive technologies', 'pedagogical innovation': What's new? Findings from an in-depth study of students' use and perception of technology. Computers and Education, 50(2), 511–524. https://doi.org/10.1016/j.compedu.2007.09.009
Conole, G., De Laat, M., Dillon, T., & Darby, J. (2008). 'Disruptive technologies', 'pedagogical innovation': What's new? Findings from an in-depth study of students' use and perception of technology. Computers and Education, 50(2), 511–524. https://doi.org/10.1016/j.compedu.2007.09.009
Conole, G., De Laat, M., Dillon, T., & Darby, J. (2008). 'Disruptive technologies', 'pedagogical innovation': What's new? Findings from an in-depth study of students' use and perception of technology. Computers and Education, 50(2), 511–524. https://doi.org/10.1016/j.compedu.2007.09.009
Conole, G., De Laat, M., Dillon, T., & Darby, J. (2008). 'Disruptive technologies', 'pedagogical innovation': What's new? Findings from an in-depth study of students' use and perception of technology. Computers and Education, 50(2), 511–524. https://doi.org/10.1016/j.compedu.2007.09.009
Dhawan, S. (2020). Online learning : a panacea in the time of COVID-19 crisis. J. Educ. Technol. Syst., 41 (1), 5-22. Retrieved from https://journals.sagepub.com/doi/full/10.1177/0047239520934018
Dhawan, S. (2020). Online learning : a panacea in the time of COVID-19 crisis. J. Educ. Technol. Syst., 41 (1), 5-22. Retrieved from https://journals.sagepub.com/doi/full/10.1177/0047239520934018
Dhawan, S. (2020). Online learning : a panacea in the time of COVID-19 crisis. J. Educ. Technol. Syst., 41 (1), 5-22. Retrieved from https://journals.sagepub.com/doi/full/10.1177/0047239520934018
Dhawan, S. (2020). Online learning : a panacea in the time of COVID-19 crisis. J. Educ. Technol. Syst., 41 (1), 5-22. Retrieved from https://journals.sagepub.com/doi/full/10.1177/0047239520934018
English, M. C., & Kitsantas, A. (2013). Supporting Student Self-Regulated Learning in Problem- and Project- Based Learning. Interdisciplinary Journal of Problem-Based Learning, 7(2), 128–150. https://doi.org/10.7771/1541-5015.1339
English, M. C., & Kitsantas, A. (2013). Supporting Student Self-Regulated Learning in Problem- and Project- Based Learning. Interdisciplinary Journal of Problem-Based Learning, 7(2), 128–150. https://doi.org/10.7771/1541-5015.1339
English, M. C., & Kitsantas, A. (2013). Supporting Student Self-Regulated Learning in Problem- and Project- Based Learning. Interdisciplinary Journal of Problem-Based Learning, 7(2), 128–150. https://doi.org/10.7771/1541-5015.1339
English, M. C., & Kitsantas, A. (2013). Supporting Student Self-Regulated Learning in Problem- and Project- Based Learning. Interdisciplinary Journal of Problem-Based Learning, 7(2), 128–150. https://doi.org/10.7771/1541-5015.1339
Garrison, D.R. (2011). E-Learning in the 21st Century: A Framework for Research and Practice (2nd ed.). Routledge. https://doi.org/10.4324/9780203838761
Garrison, D.R. (2011). E-Learning in the 21st Century: A Framework for Research and Practice (2nd ed.). Routledge. https://doi.org/10.4324/9780203838761
Garrison, D.R. (2011). E-Learning in the 21st Century: A Framework for Research and Practice (2nd ed.). Routledge. https://doi.org/10.4324/9780203838761
Garrison, D.R. (2011). E-Learning in the 21st Century: A Framework for Research and Practice (2nd ed.). Routledge. https://doi.org/10.4324/9780203838761
Gunduz, N., & Hursen, C. (2015). Constructivism in Teaching and Learning; Content Analysis Evaluation. Procedia - Social and Behavioral Sciences, 191, 526–533.
Gunduz, N., & Hursen, C. (2015). Constructivism in Teaching and Learning; Content Analysis Evaluation. Procedia - Social and Behavioral Sciences, 191, 526–533.
Gunduz, N., & Hursen, C. (2015). Constructivism in Teaching and Learning; Content Analysis Evaluation. Procedia - Social and Behavioral Sciences, 191, 526–533.
Gunduz, N., & Hursen, C. (2015). Constructivism in Teaching and Learning; Content Analysis Evaluation. Procedia - Social and Behavioral Sciences, 191, 526–533.
Harden, R.M., & Crosby, J. (2000) AMEE Guide No 20: The good teacher is more than a lecturer — the twelve roles of the teacher, Medical Teacher, 22(4), 334-347, https://doi.org/10.1080/014215900409429
Harden, R.M., & Crosby, J. (2000) AMEE Guide No 20: The good teacher is more than a lecturer — the twelve roles of the teacher, Medical Teacher, 22(4), 334-347, https://doi.org/10.1080/014215900409429
Harden, R.M., & Crosby, J. (2000) AMEE Guide No 20: The good teacher is more than a lecturer — the twelve roles of the teacher, Medical Teacher, 22(4), 334-347, https://doi.org/10.1080/014215900409429
Harden, R.M., & Crosby, J. (2000) AMEE Guide No 20: The good teacher is more than a lecturer — the twelve roles of the teacher, Medical Teacher, 22(4), 334-347, https://doi.org/10.1080/014215900409429
Hashemi, A. (2021). Effects of COVID-19 on the academic performance of Afghan students’ and their level of satisfaction with online teaching. Cogent Arts Human., 8 (1), 1933684. Retrieved from https://www.tandfonline.com/doi/full/10.1080/23311983.2021.1933684
Hashemi, A. (2021). Effects of COVID-19 on the academic performance of Afghan students’ and their level of satisfaction with online teaching. Cogent Arts Human., 8 (1), 1933684. Retrieved from https://www.tandfonline.com/doi/full/10.1080/23311983.2021.1933684
Hashemi, A. (2021). Effects of COVID-19 on the academic performance of Afghan students’ and their level of satisfaction with online teaching. Cogent Arts Human., 8 (1), 1933684. Retrieved from https://www.tandfonline.com/doi/full/10.1080/23311983.2021.1933684
Hashemi, A. (2021). Effects of COVID-19 on the academic performance of Afghan students’ and their level of satisfaction with online teaching. Cogent Arts Human., 8 (1), 1933684. Retrieved from https://www.tandfonline.com/doi/full/10.1080/23311983.2021.1933684
Hobbs, D. L. (2002). A Constructivist Approach to Web Course Design, A Review of the Literature. International Journal on E-Learning, 1(2), 60-65. Retrieved January 30, 2021 from https://www.learntechlib.org/primary/p/10821/
Hobbs, D. L. (2002). A Constructivist Approach to Web Course Design, A Review of the Literature. International Journal on E-Learning, 1(2), 60-65. Retrieved January 30, 2021 from https://www.learntechlib.org/primary/p/10821/
Hobbs, D. L. (2002). A Constructivist Approach to Web Course Design, A Review of the Literature. International Journal on E-Learning, 1(2), 60-65. Retrieved January 30, 2021 from https://www.learntechlib.org/primary/p/10821/
Hobbs, D. L. (2002). A Constructivist Approach to Web Course Design, A Review of the Literature. International Journal on E-Learning, 1(2), 60-65. Retrieved January 30, 2021 from https://www.learntechlib.org/primary/p/10821/
Holley, D., & Oliver, M. (2010). Student engagement and blended learning: Portraits of risk. Computers and Education, 54(3), 693–700. https://doi.org/10.1016/j.compedu.2009.08.035
Holley, D., & Oliver, M. (2010). Student engagement and blended learning: Portraits of risk. Computers and Education, 54(3), 693–700. https://doi.org/10.1016/j.compedu.2009.08.035
Holley, D., & Oliver, M. (2010). Student engagement and blended learning: Portraits of risk. Computers and Education, 54(3), 693–700. https://doi.org/10.1016/j.compedu.2009.08.035
Holley, D., & Oliver, M. (2010). Student engagement and blended learning: Portraits of risk. Computers and Education, 54(3), 693–700. https://doi.org/10.1016/j.compedu.2009.08.035
Hrastinski, S. (2008). Asynchronous and Synchronous E-Learning. EDUCAUSE Quarterly, 31(4), 51–55.
Hrastinski, S. (2008). Asynchronous and Synchronous E-Learning. EDUCAUSE Quarterly, 31(4), 51–55.
Hrastinski, S. (2008). Asynchronous and Synchronous E-Learning. EDUCAUSE Quarterly, 31(4), 51–55.
Hrastinski, S. (2008). Asynchronous and Synchronous E-Learning. EDUCAUSE Quarterly, 31(4), 51–55.
Ituma, A. (2011). An evaluation of students ’perceptions and engagement with e-learning components in a campus based university. Active Learning in Higher Education, 12(1), 57–68.
Ituma, A. (2011). An evaluation of students ’perceptions and engagement with e-learning components in a campus based university. Active Learning in Higher Education, 12(1), 57–68.
Ituma, A. (2011). An evaluation of students ’perceptions and engagement with e-learning components in a campus based university. Active Learning in Higher Education, 12(1), 57–68.
Ituma, A. (2011). An evaluation of students ’perceptions and engagement with e-learning components in a campus based university. Active Learning in Higher Education, 12(1), 57–68.
Kemp, N., & Grieve, R. (2014). Face-to-face or face-to-screen? Undergraduates' opinions and test performance in classroom vs. online learning. Frontiers in Psychology, 5, 1278. https://doi.org/10.3389/fpsyg.2014.01278
Kemp, N., & Grieve, R. (2014). Face-to-face or face-to-screen? Undergraduates' opinions and test performance in classroom vs. online learning. Frontiers in Psychology, 5, 1278. https://doi.org/10.3389/fpsyg.2014.01278
Kemp, N., & Grieve, R. (2014). Face-to-face or face-to-screen? Undergraduates' opinions and test performance in classroom vs. online learning. Frontiers in Psychology, 5, 1278. https://doi.org/10.3389/fpsyg.2014.01278
Kemp, N., & Grieve, R. (2014). Face-to-face or face-to-screen? Undergraduates' opinions and test performance in classroom vs. online learning. Frontiers in Psychology, 5, 1278. https://doi.org/10.3389/fpsyg.2014.01278
Khaliq, A., Shams, M.S., Niazi, M.M. (2020). COVID-19- 19 pandemic: challenges and opportunities for higher education in the Afghanistan context. Kardan J. Econ. Manag. Sci., 3 (3) (2020), 35-4. Retrieved from https://kardan.edu.af/data/public/files/KJEMS-3.3-2020-03%2014102020083157.pdf
Khaliq, A., Shams, M.S., Niazi, M.M. (2020). COVID-19- 19 pandemic: challenges and opportunities for higher education in the Afghanistan context. Kardan J. Econ. Manag. Sci., 3 (3) (2020), 35-4. Retrieved from https://kardan.edu.af/data/public/files/KJEMS-3.3-2020-03%2014102020083157.pdf
Khaliq, A., Shams, M.S., Niazi, M.M. (2020). COVID-19- 19 pandemic: challenges and opportunities for higher education in the Afghanistan context. Kardan J. Econ. Manag. Sci., 3 (3) (2020), 35-4. Retrieved from https://kardan.edu.af/data/public/files/KJEMS-3.3-2020-03%2014102020083157.pdf
Khaliq, A., Shams, M.S., Niazi, M.M. (2020). COVID-19- 19 pandemic: challenges and opportunities for higher education in the Afghanistan context. Kardan J. Econ. Manag. Sci., 3 (3) (2020), 35-4. Retrieved from https://kardan.edu.af/data/public/files/KJEMS-3.3-2020-03%2014102020083157.pdf
Klimova, B. (2021). An Insight into Online Foreign Language Learning and Teaching in the Era of COVID-19 Pandemic, Procedia Computer Science, Volume 192, 1787-1794, ISSN 1877-0509. Retrieved from https://doi.org/10.1016/j.procs.2021.08.183.
Klimova, B. (2021). An Insight into Online Foreign Language Learning and Teaching in the Era of COVID-19 Pandemic, Procedia Computer Science, Volume 192, 1787-1794, ISSN 1877-0509. Retrieved from https://doi.org/10.1016/j.procs.2021.08.183.
Klimova, B. (2021). An Insight into Online Foreign Language Learning and Teaching in the Era of COVID-19 Pandemic, Procedia Computer Science, Volume 192, 1787-1794, ISSN 1877-0509. Retrieved from https://doi.org/10.1016/j.procs.2021.08.183.
Klimova, B. (2021). An Insight into Online Foreign Language Learning and Teaching in the Era of COVID-19 Pandemic, Procedia Computer Science, Volume 192, 1787-1794, ISSN 1877-0509. Retrieved from https://doi.org/10.1016/j.procs.2021.08.183.
Khlaif, Z.N., S. Salha, S., Affouneh, S., Rashed, H., ElKimishy, L.A. (2020). The COVID-19 epidemic: teachers’ responses to school closure in developing countries. Technol. Pedagog. Educ., 1-15. Retrieved from https://www.tandfonline.com/doi/full/10.1080/1475939X.2020.1851752
Khlaif, Z.N., S. Salha, S., Affouneh, S., Rashed, H., ElKimishy, L.A. (2020). The COVID-19 epidemic: teachers’ responses to school closure in developing countries. Technol. Pedagog. Educ., 1-15. Retrieved from https://www.tandfonline.com/doi/full/10.1080/1475939X.2020.1851752
Khlaif, Z.N., S. Salha, S., Affouneh, S., Rashed, H., ElKimishy, L.A. (2020). The COVID-19 epidemic: teachers’ responses to school closure in developing countries. Technol. Pedagog. Educ., 1-15. Retrieved from https://www.tandfonline.com/doi/full/10.1080/1475939X.2020.1851752
Khlaif, Z.N., S. Salha, S., Affouneh, S., Rashed, H., ElKimishy, L.A. (2020). The COVID-19 epidemic: teachers’ responses to school closure in developing countries. Technol. Pedagog. Educ., 1-15. Retrieved from https://www.tandfonline.com/doi/full/10.1080/1475939X.2020.1851752
Likert, R. (1932). A technique for the measurement of attitudes. Archives of Psychology, 22 140, 55.
Likert, R. (1932). A technique for the measurement of attitudes. Archives of Psychology, 22 140, 55.
Likert, R. (1932). A technique for the measurement of attitudes. Archives of Psychology, 22 140, 55.
Likert, R. (1932). A technique for the measurement of attitudes. Archives of Psychology, 22 140, 55.
Littlejohn, A., Hood, N., Milligan, C., & Mustain, P. (2016). Learning in MOOCs: motivations and self-regulated learning in MOOCs. Internet and Higher Education, 29, 40–48. https://doi.org/10.1016/j.iheduc.2015.12.003
Littlejohn, A., Hood, N., Milligan, C., & Mustain, P. (2016). Learning in MOOCs: motivations and self-regulated learning in MOOCs. Internet and Higher Education, 29, 40–48. https://doi.org/10.1016/j.iheduc.2015.12.003
Littlejohn, A., Hood, N., Milligan, C., & Mustain, P. (2016). Learning in MOOCs: motivations and self-regulated learning in MOOCs. Internet and Higher Education, 29, 40–48. https://doi.org/10.1016/j.iheduc.2015.12.003
Littlejohn, A., Hood, N., Milligan, C., & Mustain, P. (2016). Learning in MOOCs: motivations and self-regulated learning in MOOCs. Internet and Higher Education, 29, 40–48. https://doi.org/10.1016/j.iheduc.2015.12.003
Lucas, M., Gunawardena, Ch., & Moreira, A. (2013). Assessing social construction of knowledge online: A critique of the interaction analysis model. Computers in Human Behavior, 30, 574–582. http://dx.doi.org/10.1016/j.chb.2013.07.050
Lucas, M., Gunawardena, Ch., & Moreira, A. (2013). Assessing social construction of knowledge online: A critique of the interaction analysis model. Computers in Human Behavior, 30, 574–582. http://dx.doi.org/10.1016/j.chb.2013.07.050
Lucas, M., Gunawardena, Ch., & Moreira, A. (2013). Assessing social construction of knowledge online: A critique of the interaction analysis model. Computers in Human Behavior, 30, 574–582. http://dx.doi.org/10.1016/j.chb.2013.07.050
Lucas, M., Gunawardena, Ch., & Moreira, A. (2013). Assessing social construction of knowledge online: A critique of the interaction analysis model. Computers in Human Behavior, 30, 574–582. http://dx.doi.org/10.1016/j.chb.2013.07.050
Mishra, L., Gupta, T., Shree A. (2020). Online teaching-learning in higher education during lockdown period of COVID-19 pandemic. International Journal of Educational Research Open, V. 1, 100012, ISSN 2666-3740. Retrieved from https://doi.org/10.1016/j.ijedro.2020.100012
Mishra, L., Gupta, T., Shree A. (2020). Online teaching-learning in higher education during lockdown period of COVID-19 pandemic. International Journal of Educational Research Open, V. 1, 100012, ISSN 2666-3740. Retrieved from https://doi.org/10.1016/j.ijedro.2020.100012
Mishra, L., Gupta, T., Shree A. (2020). Online teaching-learning in higher education during lockdown period of COVID-19 pandemic. International Journal of Educational Research Open, V. 1, 100012, ISSN 2666-3740. Retrieved from https://doi.org/10.1016/j.ijedro.2020.100012
Mishra, L., Gupta, T., Shree A. (2020). Online teaching-learning in higher education during lockdown period of COVID-19 pandemic. International Journal of Educational Research Open, V. 1, 100012, ISSN 2666-3740. Retrieved from https://doi.org/10.1016/j.ijedro.2020.100012
Mohammadi, M.K., Mohibbi, A.A., Hedayati, M.H. (2021). Investigating the challenges and factors influencing the use of the learning management system during the COVID-19 pandemic in Afghanistan. Educ. Inf. Technol. (2021), 1-34. Retrieved from https://link.springer.com/article/10.1007/s10639-021-10517-z
Mohammadi, M.K., Mohibbi, A.A., Hedayati, M.H. (2021). Investigating the challenges and factors influencing the use of the learning management system during the COVID-19 pandemic in Afghanistan. Educ. Inf. Technol. (2021), 1-34. Retrieved from https://link.springer.com/article/10.1007/s10639-021-10517-z
Mohammadi, M.K., Mohibbi, A.A., Hedayati, M.H. (2021). Investigating the challenges and factors influencing the use of the learning management system during the COVID-19 pandemic in Afghanistan. Educ. Inf. Technol. (2021), 1-34. Retrieved from https://link.springer.com/article/10.1007/s10639-021-10517-z
Mohammadi, M.K., Mohibbi, A.A., Hedayati, M.H. (2021). Investigating the challenges and factors influencing the use of the learning management system during the COVID-19 pandemic in Afghanistan. Educ. Inf. Technol. (2021), 1-34. Retrieved from https://link.springer.com/article/10.1007/s10639-021-10517-z
Mukhtar, K., Javed, K., Arooj, M., Sethi, A. (2020). Advantages, Limitations and Recommendations for online learning during COVID-19 pandemic era. Pak. J. Med. Sci., 36 (COVID-1919-S4). Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7306967/
Mukhtar, K., Javed, K., Arooj, M., Sethi, A. (2020). Advantages, Limitations and Recommendations for online learning during COVID-19 pandemic era. Pak. J. Med. Sci., 36 (COVID-1919-S4). Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7306967/
Mukhtar, K., Javed, K., Arooj, M., Sethi, A. (2020). Advantages, Limitations and Recommendations for online learning during COVID-19 pandemic era. Pak. J. Med. Sci., 36 (COVID-1919-S4). Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7306967/
Mukhtar, K., Javed, K., Arooj, M., Sethi, A. (2020). Advantages, Limitations and Recommendations for online learning during COVID-19 pandemic era. Pak. J. Med. Sci., 36 (COVID-1919-S4). Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7306967/
Noori, A.Q., S.N. Orfan, S.N., Nawi, A.M. (2021). Students’ perception of lecturers’ behaviors in the learning environment. Int. J. Educ. Literacy Stud., 9 (3) (2021), 64-69. Retrieved from https://www.proquest.com/openview/bccf3d9229f388adf4e3e9d8b580dc2e/1?pq-origsite=gscholar&cbl=2041009
Noori, A.Q., S.N. Orfan, S.N., Nawi, A.M. (2021). Students’ perception of lecturers’ behaviors in the learning environment. Int. J. Educ. Literacy Stud., 9 (3) (2021), 64-69. Retrieved from https://www.proquest.com/openview/bccf3d9229f388adf4e3e9d8b580dc2e/1?pq-origsite=gscholar&cbl=2041009
Noori, A.Q., S.N. Orfan, S.N., Nawi, A.M. (2021). Students’ perception of lecturers’ behaviors in the learning environment. Int. J. Educ. Literacy Stud., 9 (3) (2021), 64-69. Retrieved from https://www.proquest.com/openview/bccf3d9229f388adf4e3e9d8b580dc2e/1?pq-origsite=gscholar&cbl=2041009
Noori, A.Q., S.N. Orfan, S.N., Nawi, A.M. (2021). Students’ perception of lecturers’ behaviors in the learning environment. Int. J. Educ. Literacy Stud., 9 (3) (2021), 64-69. Retrieved from https://www.proquest.com/openview/bccf3d9229f388adf4e3e9d8b580dc2e/1?pq-origsite=gscholar&cbl=2041009
Noori, A.Q. (2021). The impact of COVID-19 pandemic on students’ learning in higher education in Afghanistan, Heliyon, V. 7, Issue 10, e08113, ISSN 2405-8440. Retrieved from https://doi.org/10.1016/j.heliyon.2021.e08113.
Noori, A.Q. (2021). The impact of COVID-19 pandemic on students’ learning in higher education in Afghanistan, Heliyon, V. 7, Issue 10, e08113, ISSN 2405-8440. Retrieved from https://doi.org/10.1016/j.heliyon.2021.e08113.
Noori, A.Q. (2021). The impact of COVID-19 pandemic on students’ learning in higher education in Afghanistan, Heliyon, V. 7, Issue 10, e08113, ISSN 2405-8440. Retrieved from https://doi.org/10.1016/j.heliyon.2021.e08113.
Noori, A.Q. (2021). The impact of COVID-19 pandemic on students’ learning in higher education in Afghanistan, Heliyon, V. 7, Issue 10, e08113, ISSN 2405-8440. Retrieved from https://doi.org/10.1016/j.heliyon.2021.e08113.
NRO Center. (2019). NRO Center. Retrieved from https://nro.center/wp-content/uploads/2020/01/cifrovizacija- obrazovanija.pdf
NRO Center. (2019). NRO Center. Retrieved from https://nro.center/wp-content/uploads/2020/01/cifrovizacija- obrazovanija.pdf
NRO Center. (2019). NRO Center. Retrieved from https://nro.center/wp-content/uploads/2020/01/cifrovizacija- obrazovanija.pdf
NRO Center. (2019). NRO Center. Retrieved from https://nro.center/wp-content/uploads/2020/01/cifrovizacija- obrazovanija.pdf
Otter, R.R., Seipel, S., Graeff T., Alexander, B., Boraiko, C., Gray, J., Petersen, K., & Sadler, K. (2013). Comparing student and faculty perceptions of online and traditional courses. The Internet and Higher Education, 19, 27–35. http://dx.doi.org/10.1016/j.iheduc.2013.08.001
Otter, R.R., Seipel, S., Graeff T., Alexander, B., Boraiko, C., Gray, J., Petersen, K., & Sadler, K. (2013). Comparing student and faculty perceptions of online and traditional courses. The Internet and Higher Education, 19, 27–35. http://dx.doi.org/10.1016/j.iheduc.2013.08.001
Otter, R.R., Seipel, S., Graeff T., Alexander, B., Boraiko, C., Gray, J., Petersen, K., & Sadler, K. (2013). Comparing student and faculty perceptions of online and traditional courses. The Internet and Higher Education, 19, 27–35. http://dx.doi.org/10.1016/j.iheduc.2013.08.001
Otter, R.R., Seipel, S., Graeff T., Alexander, B., Boraiko, C., Gray, J., Petersen, K., & Sadler, K. (2013). Comparing student and faculty perceptions of online and traditional courses. The Internet and Higher Education, 19, 27–35. http://dx.doi.org/10.1016/j.iheduc.2013.08.001
Pozgaj, Z., & Knezevic, B. (2007). E-Learning: Survey on Students' Opinions. 2007 29th International Conference on Information Technology Interfaces, 381-386.
Pozgaj, Z., & Knezevic, B. (2007). E-Learning: Survey on Students' Opinions. 2007 29th International Conference on Information Technology Interfaces, 381-386.
Pozgaj, Z., & Knezevic, B. (2007). E-Learning: Survey on Students' Opinions. 2007 29th International Conference on Information Technology Interfaces, 381-386.
Pozgaj, Z., & Knezevic, B. (2007). E-Learning: Survey on Students' Opinions. 2007 29th International Conference on Information Technology Interfaces, 381-386.
Prosser, M., Martin, E., Trigwell, K., Ramsden, P., Lueckenhausen, G. (2005). Academics’experiences of understanding of their subject matter and the relationship of this to their experiences of teaching and learning. Instructional Science, 33, 137–157. https://doi.org/10.1007/s11251-004-7687-x.
Prosser, M., Martin, E., Trigwell, K., Ramsden, P., Lueckenhausen, G. (2005). Academics’experiences of understanding of their subject matter and the relationship of this to their experiences of teaching and learning. Instructional Science, 33, 137–157. https://doi.org/10.1007/s11251-004-7687-x.
Prosser, M., Martin, E., Trigwell, K., Ramsden, P., Lueckenhausen, G. (2005). Academics’experiences of understanding of their subject matter and the relationship of this to their experiences of teaching and learning. Instructional Science, 33, 137–157. https://doi.org/10.1007/s11251-004-7687-x.
Prosser, M., Martin, E., Trigwell, K., Ramsden, P., Lueckenhausen, G. (2005). Academics’experiences of understanding of their subject matter and the relationship of this to their experiences of teaching and learning. Instructional Science, 33, 137–157. https://doi.org/10.1007/s11251-004-7687-x.
Ramsden, P. (1991). Learning to Teach in Higher Education (1st ed.). Routledge. https://doi.org/10.4324/9780203413937.
Ramsden, P. (1991). Learning to Teach in Higher Education (1st ed.). Routledge. https://doi.org/10.4324/9780203413937.
Ramsden, P. (1991). Learning to Teach in Higher Education (1st ed.). Routledge. https://doi.org/10.4324/9780203413937.
Ramsden, P. (1991). Learning to Teach in Higher Education (1st ed.). Routledge. https://doi.org/10.4324/9780203413937.
Robinson, C., & Hullinger, H. (2008). New benchmarks in higher education: Student engagement in online learning. Journal of Education for Business, 84, 101-109. http://doi.org/10.3200/JOEB.84.2.101-109.
Robinson, C., & Hullinger, H. (2008). New benchmarks in higher education: Student engagement in online learning. Journal of Education for Business, 84, 101-109. http://doi.org/10.3200/JOEB.84.2.101-109.
Robinson, C., & Hullinger, H. (2008). New benchmarks in higher education: Student engagement in online learning. Journal of Education for Business, 84, 101-109. http://doi.org/10.3200/JOEB.84.2.101-109.
Robinson, C., & Hullinger, H. (2008). New benchmarks in higher education: Student engagement in online learning. Journal of Education for Business, 84, 101-109. http://doi.org/10.3200/JOEB.84.2.101-109.
Salih, S.K., Taniwall, N.J. (2020). Issues and challenges of E-learning system Adoption in a public university of Afghanistan: a case study of Shaikh Zayed university. J. Human. Soc. Sci. (IOSR-JHSS), 25 (1), 63-69. Retrieved from https://www.semanticscholar.org/paper/Issues-and-Challenges-of-E-Learning-System-Adoption-Salih-Taniwall/d54d21774e48ef289eb976584115457ad0b5de1e
Salih, S.K., Taniwall, N.J. (2020). Issues and challenges of E-learning system Adoption in a public university of Afghanistan: a case study of Shaikh Zayed university. J. Human. Soc. Sci. (IOSR-JHSS), 25 (1), 63-69. Retrieved from https://www.semanticscholar.org/paper/Issues-and-Challenges-of-E-Learning-System-Adoption-Salih-Taniwall/d54d21774e48ef289eb976584115457ad0b5de1e
Salih, S.K., Taniwall, N.J. (2020). Issues and challenges of E-learning system Adoption in a public university of Afghanistan: a case study of Shaikh Zayed university. J. Human. Soc. Sci. (IOSR-JHSS), 25 (1), 63-69. Retrieved from https://www.semanticscholar.org/paper/Issues-and-Challenges-of-E-Learning-System-Adoption-Salih-Taniwall/d54d21774e48ef289eb976584115457ad0b5de1e
Salih, S.K., Taniwall, N.J. (2020). Issues and challenges of E-learning system Adoption in a public university of Afghanistan: a case study of Shaikh Zayed university. J. Human. Soc. Sci. (IOSR-JHSS), 25 (1), 63-69. Retrieved from https://www.semanticscholar.org/paper/Issues-and-Challenges-of-E-Learning-System-Adoption-Salih-Taniwall/d54d21774e48ef289eb976584115457ad0b5de1e
Sapargaliyev, D. (2014). Using a Facebook closed-group as part of an online course. International Journal of Innovation and Learning, 16(3), 306–318. https://doi.org/10.1504/IJIL.2014.064732
Sapargaliyev, D. (2014). Using a Facebook closed-group as part of an online course. International Journal of Innovation and Learning, 16(3), 306–318. https://doi.org/10.1504/IJIL.2014.064732
Sapargaliyev, D. (2014). Using a Facebook closed-group as part of an online course. International Journal of Innovation and Learning, 16(3), 306–318. https://doi.org/10.1504/IJIL.2014.064732
Sapargaliyev, D. (2014). Using a Facebook closed-group as part of an online course. International Journal of Innovation and Learning, 16(3), 306–318. https://doi.org/10.1504/IJIL.2014.064732
Smith, D., & Hardaker, G. (2000). e-Learning innovation through the implementation of an Internet supported learning environment. Educational Technology & Society 3(3), 422–432.
Smith, D., & Hardaker, G. (2000). e-Learning innovation through the implementation of an Internet supported learning environment. Educational Technology & Society 3(3), 422–432.
Smith, D., & Hardaker, G. (2000). e-Learning innovation through the implementation of an Internet supported learning environment. Educational Technology & Society 3(3), 422–432.
Smith, D., & Hardaker, G. (2000). e-Learning innovation through the implementation of an Internet supported learning environment. Educational Technology & Society 3(3), 422–432.
Snoussi, T. (2019). Learning management system in education: opportunities and challenges. Int. J. Innovative Technol. Explor., 8 (12S), 664-667. Retrieved from https://www.ijitee.org/wp-content/uploads/papers/v8i12S/L116110812S19.pdf
Snoussi, T. (2019). Learning management system in education: opportunities and challenges. Int. J. Innovative Technol. Explor., 8 (12S), 664-667. Retrieved from https://www.ijitee.org/wp-content/uploads/papers/v8i12S/L116110812S19.pdf
Snoussi, T. (2019). Learning management system in education: opportunities and challenges. Int. J. Innovative Technol. Explor., 8 (12S), 664-667. Retrieved from https://www.ijitee.org/wp-content/uploads/papers/v8i12S/L116110812S19.pdf
Snoussi, T. (2019). Learning management system in education: opportunities and challenges. Int. J. Innovative Technol. Explor., 8 (12S), 664-667. Retrieved from https://www.ijitee.org/wp-content/uploads/papers/v8i12S/L116110812S19.pdf
Strayer J. F. (2012). How learning in an inverted classroom influences cooperation, innovation, and task orientation. Learning Environments Research, 15(2), 171–193. http://doi.org/10.1007/s10984-012-9108- 4.
Strayer J. F. (2012). How learning in an inverted classroom influences cooperation, innovation, and task orientation. Learning Environments Research, 15(2), 171–193. http://doi.org/10.1007/s10984-012-9108- 4.
Strayer J. F. (2012). How learning in an inverted classroom influences cooperation, innovation, and task orientation. Learning Environments Research, 15(2), 171–193. http://doi.org/10.1007/s10984-012-9108- 4.
Strayer J. F. (2012). How learning in an inverted classroom influences cooperation, innovation, and task orientation. Learning Environments Research, 15(2), 171–193. http://doi.org/10.1007/s10984-012-9108- 4.
UIS Statistics. (2020). The UNESCO Institute for Statistics. Retrieved June 26, 2020, from http://data.uis.unesco.org/
UIS Statistics. (2020). The UNESCO Institute for Statistics. Retrieved June 26, 2020, from http://data.uis.unesco.org/
UIS Statistics. (2020). The UNESCO Institute for Statistics. Retrieved June 26, 2020, from http://data.uis.unesco.org/
UIS Statistics. (2020). The UNESCO Institute for Statistics. Retrieved June 26, 2020, from http://data.uis.unesco.org/
Upton, D. (2006). Online learning in speech and language therapy: Student performance and attitudes. Education for health (Abingdon, England), 19(1), 22–31. https://doi.org/10.1080/13576280500534735.
Upton, D. (2006). Online learning in speech and language therapy: Student performance and attitudes. Education for health (Abingdon, England), 19(1), 22–31. https://doi.org/10.1080/13576280500534735.
Upton, D. (2006). Online learning in speech and language therapy: Student performance and attitudes. Education for health (Abingdon, England), 19(1), 22–31. https://doi.org/10.1080/13576280500534735.
Upton, D. (2006). Online learning in speech and language therapy: Student performance and attitudes. Education for health (Abingdon, England), 19(1), 22–31. https://doi.org/10.1080/13576280500534735.
Warschauer, M. (1997). Computer-Mediated Collaborative Learning: Theory and Practice. The Modern Language Journal, 81, 470-481. https://doi.org/10.1111/j.1540-4781.1997.tb05514.x
Warschauer, M. (1997). Computer-Mediated Collaborative Learning: Theory and Practice. The Modern Language Journal, 81, 470-481. https://doi.org/10.1111/j.1540-4781.1997.tb05514.x
Warschauer, M. (1997). Computer-Mediated Collaborative Learning: Theory and Practice. The Modern Language Journal, 81, 470-481. https://doi.org/10.1111/j.1540-4781.1997.tb05514.x
Warschauer, M. (1997). Computer-Mediated Collaborative Learning: Theory and Practice. The Modern Language Journal, 81, 470-481. https://doi.org/10.1111/j.1540-4781.1997.tb05514.x
Zhang, W.-Y., & Perris, K. (2004). Researching the efficacy of online learning: a collaborative effort amongst scholars in Asian open universities. Open Learning, 19, 247–264 https://doi.org/10.1080/0268051042000280110
Zhang, W.-Y., & Perris, K. (2004). Researching the efficacy of online learning: a collaborative effort amongst scholars in Asian open universities. Open Learning, 19, 247–264 https://doi.org/10.1080/0268051042000280110
Zhang, W.-Y., & Perris, K. (2004). Researching the efficacy of online learning: a collaborative effort amongst scholars in Asian open universities. Open Learning, 19, 247–264 https://doi.org/10.1080/0268051042000280110
Zhang, W.-Y., & Perris, K. (2004). Researching the efficacy of online learning: a collaborative effort amongst scholars in Asian open universities. Open Learning, 19, 247–264 https://doi.org/10.1080/0268051042000280110
Zheng, L. (2016). The effectiveness of self-regulated learning scaffolds on academic performance in computer- based learning environments: A meta-analysis. Asia Pacific Education Review, 17(2), 187e202. http://dx.doi.org/10.1007/s12564-016- 9426-9.
Zheng, L. (2016). The effectiveness of self-regulated learning scaffolds on academic performance in computer- based learning environments: A meta-analysis. Asia Pacific Education Review, 17(2), 187e202. http://dx.doi.org/10.1007/s12564-016- 9426-9.
Zheng, L. (2016). The effectiveness of self-regulated learning scaffolds on academic performance in computer- based learning environments: A meta-analysis. Asia Pacific Education Review, 17(2), 187e202. http://dx.doi.org/10.1007/s12564-016- 9426-9.
Zheng, L. (2016). The effectiveness of self-regulated learning scaffolds on academic performance in computer- based learning environments: A meta-analysis. Asia Pacific Education Review, 17(2), 187e202. http://dx.doi.org/10.1007/s12564-016- 9426-9.

Details

Primary Language

English

Subjects

Language Studies

Journal Section

Research Article

Authors

Olga Karamalak ^*
Russian Federation

Elena Pozhidaeva
0000-0003-3383-3802
Russian Federation

Olga Blinova
0000-0002-7456-4998
Russian Federation

Publication Date

June 30, 2022

Submission Date

June 4, 2022

Acceptance Date

June 25, 2022

Published in Issue

Year 2022 Volume: 4 Number: 1

IZ

https://izlik.org/JA66WN46LH

Cite

RIS / Bibtex

APA

Karamalak, O., Pozhidaeva, E., & Blinova, O. (2022). Russian Students’ Perception of Online Foreign Language Learning during COVID-19. Eurasian Journal of English Language and Literature, 4(1), 1-19. https://izlik.org/JA66WN46LH

AMA

1.Karamalak O, Pozhidaeva E, Blinova O. Russian Students’ Perception of Online Foreign Language Learning during COVID-19. EJELL. 2022;4(1):1-19. https://izlik.org/JA66WN46LH

Chicago

Karamalak, Olga, Elena Pozhidaeva, and Olga Blinova. 2022. “Russian Students’ Perception of Online Foreign Language Learning During COVID-19”. Eurasian Journal of English Language and Literature 4 (1): 1-19. https://izlik.org/JA66WN46LH.

EndNote

Karamalak O, Pozhidaeva E, Blinova O (June 1, 2022) Russian Students’ Perception of Online Foreign Language Learning during COVID-19. Eurasian Journal of English Language and Literature 4 1 1–19.

IEEE

[1]O. Karamalak, E. Pozhidaeva, and O. Blinova, “Russian Students’ Perception of Online Foreign Language Learning during COVID-19”, EJELL, vol. 4, no. 1, pp. 1–19, June 2022, [Online]. Available: https://izlik.org/JA66WN46LH

ISNAD

Karamalak, Olga - Pozhidaeva, Elena - Blinova, Olga. “Russian Students’ Perception of Online Foreign Language Learning During COVID-19”. Eurasian Journal of English Language and Literature 4/1 (June 1, 2022): 1-19. https://izlik.org/JA66WN46LH.

JAMA

1.Karamalak O, Pozhidaeva E, Blinova O. Russian Students’ Perception of Online Foreign Language Learning during COVID-19. EJELL. 2022;4:1–19.

MLA

Karamalak, Olga, et al. “Russian Students’ Perception of Online Foreign Language Learning During COVID-19”. Eurasian Journal of English Language and Literature, vol. 4, no. 1, June 2022, pp. 1-19, https://izlik.org/JA66WN46LH.

Vancouver

1.Olga Karamalak, Elena Pozhidaeva, Olga Blinova. Russian Students’ Perception of Online Foreign Language Learning during COVID-19. EJELL [Internet]. 2022 Jun. 1;4(1):1-19. Available from: https://izlik.org/JA66WN46LH