The Influence of Online Format on Forming Soft Skills in Foreign Language Teaching

Abstract

The purpose of this research is to identify opportunities to develop soft skills, which are essential for graduates’ future professional activities, in online foreign language learning. The study focuses on distance learning, which has become a reality in university education due to the pandemic and the increased availability of higher education to those who cannot attend in-person classes (because of the distance, health problems, etc). Specifically, the research aims to demonstrate which soft skills, prioritized by employers, can and must be developed in distance foreign language learning, the preferred typology of exercises for this task, the specifics of teachers’ work in this format, and how to mobilize active attention in distance education. The study uses survey results collected from teachers and students at Lomonosov Moscow State University, which are analyzed along with relevant theoretical models. The research prioritizes tasks and assignments targeting soft skills such as creativity, learnability, critical thinking, and collaboration, with independent student work gaining more importance. The study concludes that online lessons should emphasize autonomous work performance over primary educational elements, and the results can form the basis for developing foreign language methodology in distance instruction. The research suggests this could be an optional module in a hybrid format that shows promise for higher foreign language education.

Keywords

• university education
• foreign language teaching
• soft skills
• online learning
• distance learning
• pandemic
• higher education
• efl
• learnability
• autonomous work performance
• foreign language methodology
• hybrid format