Teaching Russian as a foreign language during the COVID-19 pandemic

Olga Fisenko; Zozulya Elena Alexandrovna; Nikitina Vlada; Bystrenina Irina Evgenevna

doi:10.35699/1983-3652.2022.38581

Autores

Olga Fisenko Peoples' Friendship University of Russia (RUDN University), Moscow, Russian Federation https://orcid.org/0000-0002-3824-5535
Zozulya Elena Alexandrovna Plekhanov Russian University of Economics, Moscow, Russian Federation https://orcid.org/0000-0002-8601-8409
Nikitina Vlada Peoples' Friendship University of Russia (RUDN University), Moscow, Russian Federation https://orcid.org/0000-0003-0780-3140
Bystrenina Irina Evgenevna Russian State Agrarian University - Moscow Agricultural Academy, Moscow, Russian Federation https://orcid.org/0000-0001-5424-691X

DOI:

https://doi.org/10.35699/1983-3652.2022.38581

Palavras-chave:

Língua da graduação, Aprendizado online, Pandemia de COVID-19, Alunos estrangeiros, Russo como segunda língua

Resumo

Os estrangeiros que chegam à Federação Russa devem aprender russo como língua estrangeira para poder ingressar em programas profissionais em instituições de ensino superior russas. Infelizmente, muitos estudantes estrangeiros que ingressam em faculdades de Medicina geralmente não possuem o nível acadêmico necessário de proficiência em russo. Por isso, as instituições de ensino superior russas desenvolvem cursos on-line e introduzem recursos digitais adicionais no processo educacional. A necessidade de conteúdo educacional de alta qualidade aumentou devido à pandemia do COVID-19. É por isso que a Peoples’ Friendship University da Rússia convida estudantes estrangeiros em programas pré-universitários biomédicos para fazer um curso on-line no estilo científico da língua russa do nível elementar ao B1. O objetivo deste estudo é duplo: primeiro, tentamos examinar como a atitude dos alunos em relação ao russo como língua estrangeira, a esfera motivacional e o desempenho mudam à medida que fazem o curso; em seguida, examinamos o nível de satisfação dos estrangeiros com esses cursos em dois anos - em 2018, no período pré-pandemia, e, em 2021, quando a pandemia de COVID-19 teve um impacto claro no uso extensivo do ensino a distância. Para tanto, utilizamos questionários modificados de Orlov (2014), e criamos um questionário que todos os alunos estrangeiros deveriam responder ao concluir os cursos. O estudo mostrou que estudantes estrangeiros do perfil biomédico que cursam faculdades preparatórias nos cursos propostos em 2018 e 2021 apresentaram diferenças significativas na esfera motivacional, na natureza de sua atitude em relação aos cursos on-line aplicados. Esses achados permitem concluir que esses cursos são uma forma complementar válida de treinamento que pode ser usada em qualquer situação que torne o ensino presencial impraticável e pode ser usado como material para trabalho independente dentro do sistema tradicional de ensino presencial.

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