The present paper is a response to the recent dramatic realignment of teaching processes in terms of speed and effort caused by the pandemic. The phenomenon was labelled ‘emergency remote teaching’ by Ch. Hodges and a team of scholars to distinguish it from systemic online teaching. Since the pedagogical context regarded is unprecedented and there is not much said and written about it yet, the author takes the liberty to share her small-scale tentative experience. The goal of this empirical research was to gauge first-hand tertiary students' perception of the drastic changes that took place in foreign language learning routines this year. The researcher was interested in students' general attitude to the change of classroom from physical face-to-face to a remote mode, restrictions imposed by it and students' readiness to continue remote language learning if necessitated in the future as high-degree indefinite prospects remain. To meet the goal a questionnaire of 8 queries was drawn up and offered to 21 tertiary students doing a bachelor’s course in foreign regional studies at the Russian State University for the Humanities at the end of June 2020 after the term was over. The results were interpreted within the framework of the generations theory and computer-mediated communication theory. They showed that the majority of the respondents were hesitant about accepting remote language learning and preferred it in combination with physical face-to-face instruction. This study is a stage in the author’s larger-scale investigation of emergency remote foreign language teaching as a pedagogical management challenge.
Olga R. Bondarenko, Russian State University for the Humanities, Russia
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