University students’ perceptions on the introduction of emergency remote teaching and digital methodological renewal in languages for specific purposes at university lessons from a survey study

Abstract

This study explores university students’ perceptions on the introduction of emergency remote teaching in March 2020 and summarises related findings. The theoretical part of the paper discusses methodological renewal necessitated by the switch to digital education; more specifically, comprises willingness to learn autonomously and ICT in language education. The study describes how emergency remote teaching was introduced and practiced at Budapest Business School: it details what work forms were used during languages for specific purposes classes; to what extent students felt the given work forms were useful and effective; how the switch to digital education impacted students’ motivation to language learning; and what arrangements of digital education the students regarded the most effective. In addition to a number of conclusions, data collected seem to underpin the following: students unanimously require real-time interaction with educators and peers; those students who had online personal connections with their instructors remained more motivated; in their capacity as facilitators and as co-managers and co-supporters of the learning process, educators continue to assume a pivotal role in maintaining and increasing motivation.