The effectiveness of English language learning by Russian university students: institutional and motivational factors

Abstract

This study is devoted to the analysis of institutional and motivational factors that determine the effectiveness of English language learning by students of Russian universities. The relevance of the topic is due to the growing importance of language competencies in the context of the internationalization of higher education and the global labor market. The aim of the work is to identify key institutional characteristics and motivational features that affect the effectiveness of language training. The research methodology included an online survey of students (n=1,500), interviews with teachers (n=50), and an analysis of curricula and assessment tools at 20 universities. Data collection was carried out in 2022-2023. The results showed that the most significant institutional factors are: the volume of language training (β=0.28, p<0.01), the use of interactive teaching methods (β=0.25, p<0.01), the level of international integration of the university (β=0.22, p<0.01). Among the motivational factors, intrinsic motivation to learn a language (β=0.32, p<0.001) and perception of its instrumental value for a career (β=0.29, p<0.01) play a key role. The revealed patterns are discussed in the context of developing language education practices and improving its effectiveness. Prospects for further research are outlined, taking into account the differentiation of universities and specialties.