Abstract
The main purpose of this paper is to identify features of distance learning of foreign languages during the COVID-19 pandemic, as the imposition of lockdown has greatly affected the educational process, and distance learning has temporarily become the main form of education. The empirical evidence is based on the findings of the first-hand sociological research conducted in November-December 2020 among the population of Russia. Drawing on the obtained data, the author concludes that pandemic-boosted distance learning of foreign languages is generally a less preferable form of acquiring knowledge and skills compared to face-to-face language education.
Highlights
The main purpose of this paper is to identify features of distance learning of foreign languages during the COVID-19 pandemic, as the imposition of lockdown has greatly affected the educational process, and distance learning has temporarily become the main form of education
The empirical evidence is based on the findings of the first-hand sociological research conducted in November-December 2020 among the population of Russia
Около половины опрошенных (52%) указали, что они бы предпочли очный формат дистанционному, 15% затруднились ответить
Summary
The main purpose of this paper is to identify features of distance learning of foreign languages during the COVID-19 pandemic, as the imposition of lockdown has greatly affected the educational process, and distance learning has temporarily become the main form of education. Проблемная ситуация данного исследования заключается в том, что дистанционное обучение иностранным языкам является относительно новой формой обучения. Основная гипотеза: Получившее существенный стимул для развития в период пандемии дистанционное обучение иностранным языкам в целом является менее предпочтительной формой приобретения знаний и навыков в сравнении с очным обучением.
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