The Development of Ethnocultural Competence of University Students During COVID-19 Pandemic in Russia

Abstract

The paper concerns the importance of ethnocultural competence development of students in a polyethnic university environment. The study considers the value of ethnocultural competence from the point of view of creating conditions for positive ethnocultural interaction and forming students' ability to follow cross-cultural behavior standards. The purpose of the research was to define whether an online format is effective in providing for ethnocultural competence development, taking into account the students' opinions. The article analyzes the ways to improve the consequences caused by COVID-19 in the sphere of cross-cultural communication of students with a diverse ethnocultural background that study mostly online or have blended learning at Southern Federal University, Russia. The negative impact of the pandemic period on the process of ethnocultural competence development is observed considering technological and methodological drawbacks of online education. The research was based on the results of digital surveys, tests, questionnaires, and online class interviews, and involved 120 students of different majors. The study examines the attitude of students to the difficulties they have in the process of ethnocultural communication and takes into consideration their preferences concerning online and offline forms of education. The recommendations for improving the development of ethnocultural competence in online format are given.

Linguocognitive Conflict of Digital and Pre-Digital Thinking in Online Educational Discourse During the Pandemic: Social Danger or a New Challenge?

“…Modern linguodidactics is faced with the need to search for new scientific and methodological approaches to the development of online educational discourse under restrictions due to the COVID-19 pandemic (Agranovich et al, 2020;Hurley, 2020;Fedunova, 2021;Gallè et al, 2021) and the crisis of the educational system due to the breaking of the worldview paradigms of the pre-digital and digital society (Ebzeeva et al, 2018;Brodovskaya, 2019;Barkhatova et al, 2021;Milošević, Maksimovich, 2020), which affected the functioning of the speech-thinking mechanism of perception itself (Alefirenko et al, 2021;Arsaliev, Andrienko, 2021;Grishina, Abakumova, 2020;Karabulatova, Polivara, 2012).…”

Case-Method in the Formation of Communicative Ethnopedagogical Competence of a Foreign Language Teacher: based on the Material of Russia, Greece, and Kazakhstan

“…Today's teachers are forced to look for new scientific and methodological recommendations and improve traditional methods under the influence of restrictions due to the COVID-19 pandemic to improve the organizational, methodological, and educational process of forming the ethno-cultural competence of students in the process of distant online learning (Arsaliev, Andrienko, 2021).…”

A Large-Scale Dataset of Twitter Chatter about Online Learning during the Current COVID-19 Omicron Wave

“…There has been a significant amount of research related to online learning since the global outbreak of COVID-19. These include -analysis and study of student perspectives [61], perceptions of educators [62], psychological impacts on students [63], barriers to online learning [64], student attitudes [65], student experiences [66], strategies implemented by teachers [67], student satisfaction [68], perspectives of students [69], mental health of students [70], student responses and actions [71], stress detection [72], online systems adopted and the associated challenges [73], difference in access and participation amongst students [74], effect on the learning status of students [75], student well-being [76], student readiness [77], new teaching strategies and models [78], use of virtual reality technology [79], ethno-cultural competence [80], degrees of student adaptation [81], student views [82], methodologies for online inclusion [83], academic integration [84], impact of using Google Classroom [85], degrees of user satisfaction with different platforms [86], educational outcomes [87], challenges faced by educators [88], impact of student diversity towards the effectiveness of online learning [89], and awareness and knowledge of students towards online learning [90].…”

“…Despite these emerging works in the fields of online learning and the development of Twitter datasets, there exist multiple limitations. First, these works in the field of online learning have been confined to studying or analyzing the success or failure, degrees of acceptance, and associated factors related to online learning in specific geographic regions such as Pakistan [61], Indonesia [62,63,66,67], Philippines [64], UAE [65], Saudi Arabia [68], Jordan [69], Kazakhstan [70], Ghana [71], Saudi Arabia [72], Bangladesh [73], United States [74,77], India [75], United Kingdom [76], Germany [77], UAE [78], Ukraine [79], Russia [80], Spain [81], Greece [82], Italy [83], Austria [84], Nigeria [85], China [86], Australia [87], South Africa [88], Taiwan [89], and Sri Lanka [90], and not at a global level. Second, due to the lack of datasets such as Twitter conversations related to online learning from global users, the data that were analyzed in these studies were mostly in the form of surveys that were conducted in these respective geographic regions.…”