ABOUT CERTIFICATION TESTING OF RUSSIAN AS A FOREIGN LANGUAGE IN IRAN: PROBLEMS AND PROSPECTS

Abstract

This research analyzes data from Russian language test software and includes a survey conducted among participants of these certification tests in Iran. The primary aim of our study is to identify the challenges faced by applicants taking these tests. Over the course of one year, 45 A2-level tests were administered at Alzahra University, with a total of 551 individuals participating. Our findings indicate that the highest scores were achieved in reading skills, while grammar and vocabulary consistently yielded the lowest results. A significant portion of the participants were aspiring students aiming to pursue medical studies in Russia. Many of these candidates had previously enrolled in pre-university Russian language courses at various universities in Russia. The onset of the Corona pandemic necessitated a shift to virtual learning environments for these language courses, which has had a profound impact on the quality of education received. Consequently, the transition to online instruction has been linked to the notably poor performance in grammar and vocabulary sections of the tests. This study highlights the urgent need for improved instructional methods and resources tailored to enhance the proficiency of learners in these critical areas. By addressing these challenges, we can better equip future candidates for success in their language certification endeavors and improve their overall language competency. Our research not only sheds light on current issues but also offers insights into potential solutions and prospects for advancing Russian language education in Iran.

Extended abstract:

This study examines the challenges faced by Iranian applicants in Russian language proficiency tests. In 2016, Alzahra University became an official testing center for the Russian as a Foreign Language (RFL) exam, authorized by the Russian Ministry of Education and Science, through the establishment of the Pushkin Institute Partner Network Center. Between 2017 and 2021, the university conducted three certification test sessions at levels A1, A2, B1, and C1, involving 33 Iranian and international students. A significant shift occurred in 2021 when a new regulation by Iran’s Ministry of Health required all Iranian medical students to pass the RFL test before studying in Russia. As a result, 45 A2-level test sessions were held at Alzahra University that year, with 551 participants. This research analyzes their performance and survey responses to assess the impact of various factors, including the COVID-19 pandemic, on their preparation and outcomes.

Research Question and Hypothesis
The primary research question is to identify the challenges faced by Iranian applicants in preparing for and taking the RFL tests. The hypothesis is that the shift to virtual learning during the pandemic negatively impacted their performance, particularly in grammar and vocabulary.

Methodology
The research employs both quantitative and qualitative methods. Performance data from 551 test participants were analyzed, and a survey with 128 participants was conducted to gather detailed insights. The survey addressed variables such as age, education level, study methods, reasons for taking the RFL test, and the pandemic's impact on their preparation.

Innovation
This study uniquely combines performance data analysis with participant surveys to provide a comprehensive understanding of the challenges faced by Iranian RFL test-takers. It highlights the specific impact of the pandemic on language learning and offers insights into improving preparation programs.

Results and Discussion
The analysis revealed that participants scored highest in reading skills and lowest in grammar and vocabulary. This aligned with survey results, which indicated that virtual learning during the pandemic caused difficulties in these areas. Most participants were aged 20-30 and planned to study medicine or dentistry in Russia. They chose Russia for its prestigious universities, affordable education, and proximity to Iran.

Survey responses showed that most participants had studied Russian in pre-university courses at Russian universities, with 95.7% doing so virtually due to the pandemic. They faced challenges such as unreliable internet, limited interaction, and difficulties in language acquisition without in-person instruction.

Conclusion
The study concludes that while virtual pre-university courses effectively prepared students for the RFL test, there were notable weaknesses in grammar and vocabulary. The feedback from participants suggests a need for improved virtual learning resources and methodologies. Additionally, establishing joint educational programs between Iranian and Russian universities could enhance preparation for future students. This could involve partially completing preparatory courses in Iran before continuing in Russia, thereby optimizing the efficacy of the language training process.