Zrinka Režić Tolj, Ariana Violić-Koprivec


Although online teaching had already been an educational standard at higher education institutions throughout the globe even before the onset of the COVID-19 pandemic, its history in Croatia was quite short. Its implementation depended on the educational policy of a concrete institution and the readiness of individual teachers to grapple with digital technology. The aim of this research, conducted in 2021 among Croatian university students, is to document and survey students’ perceptions about the features of French and Italian teaching in the context of emergency remote teaching. The correlations between the evaluation of students’ online teaching experience and their level of use of digital technology in foreign language learning, language proficiency level, digital competence and activity during the classes were examined. Also, the correlations between the features of online teaching and students’ level of digital technology use in foreign language learning, their language proficiency level, digital competence, the duration of language learning and their grades were examined. The results obtained for the French and Italian subsamples were compared. The contribution of this research is manifested through its practical implications for the improvement of the quality of foreign languages online teaching.


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emergency remote teaching, French as a foreign language, Italian as a foreign language, higher education

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DOI: http://dx.doi.org/10.46827/ejfl.v6i4.4557


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