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The relationship between motivation to learn Russian language, wellbeing and bridging social capital of international students in Russia

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Добрый день! Уважаемые студенты, Вашему вниманию представляется курсовая работа на тему: «The relationship between motivation to learn Russian language, wellbeing and bridging social capital of international students in Russia»
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Table of Contents
ABSTRACT.. 2
INTRODUCTION.. 3
CHAPTER 1. 5
THEORETICAL APPROACHES TO THE STUDY OF MOTIVATION TO LEARN RUSSIAN LANGUAGE, WELL-BEING & BRIDGING SOCIAL CAPITAL.. 5
1.1.       The importance of international students. 5
1.2.       Challenges faced by international students. 5
1.3.       Motivation of international students to learn Russian. 7
1.4.       Well-being. 8
1.5.       Social Capital 9
1.6.       Bridging Social Capital 10
CHAPTER 2. 11
METHODS AND DESIGN OF THE STUDY.. 11
2.1. Participants. 11
2.2. Instruments used. 14
CHAPTER 3. 15
RESULTS. 15
3.1. Testing of hypotheses. 15
CHAPTER 4. 18
DISCUSSION.. 18
4.1. Extrinsic Motivation to learn Russian language, wellbeing and bridging social capital 18
4.2. Intrinsic motivation to learn Russian language, wellbeing and bridging social capital 21
CONCLUSION.. 23
LIMITATIONS & DIRECTIONS FOR FUTURE RESEARCH.. 23
REFERENCES. 25
APPENDIX A.. 32


INTRODUCTION
Globalisation characterised the emergence of the 21st century. Globalization influenced all aspects of modern life. Education was one aspect of globalisation that underwent great changes. A country that aspires to be a leading player in the globalised world must possess strong, advanced and high-quality education institutions and must be ready to offer them to any citizens of the world.
Tertiary education in Russia has witnessed an unprecedented growth in the last decade.  Today many Russian universities are collaborating with premier scientific and educational centres in the USA, Europe, Asia and Latin America by creating joint educational programs and projects using Russian and foreign funds (Ministry of Education and Science of the Russian Federation, 2013).
Since its joining the Bologna Process in 2003, the percentage of foreign students in Russia increased sharply. The project ‘ Development of the export potential of the Russian educational system,’ aims to increase the number of international students enrolled in Russian universities from 220,000 in 2017 to 710,000 in 2025 (Beregovaya & Kudashov, 2019) Traditionally, Russian universities have been a popular choice for students from the post-Soviet states, as well as from India, Vietnam, China and most African countries. Recently, interest in Russian universities has been growing in Europe also. Besides, the fall in ruble has made Russian tertiary education more affordable for foreign students. This is encouraging more state universities to attract foreign students as an important revenue source (Lossan, 2016)
However, with more and more students coming to Russia from different parts of the world, it becomes imperative for universities to ensure the long-term well-being of foreign students. University counsellors who are aware of language and communication challenges of international students (especially from non-Russian speaking countries) may facilitate positive acculturation and adaptation programs to them. Also, this approach could help resolve issues relating to the effect of language barriers on academic and interpersonal issues of international students enrolled in fully Russian taught programs. It will also help in faculty, staff, and administrators being guided by the counsellors to improve their knowledge and abilities to work with international students.
The study aims to understand the empirical relationship between motivation to learn Russian language, wellbeing and bridging social capital of international students in Russia. To understand this relationship, several relevant theories of well-being, social capital and motivation to learn language are discussed in the theoretical review. This understanding leads to the following hypothesis:
H1: Motivation to learn Russian language negatively affects wellbeing but leads to higher bridging social capital for extrinsically motivated international students
     H2: Motivation to learn Russian language positively effects wellbeing and leads to higher bridging social capital for intrinsically motivated international students.
Novelty of the study
Very limited research has been done so far on the relationship between motivation to learn a foreign language, well-being and bridging social capital. A study of students on a short-term study abroad (SA) showed how adult language learners increased their social capital with host nationals and helped them become more open-minded (Ferreira, Aline & Schwieter, John (2014). The same could apply to international students in Russia who are immersed in a Russian speaking environment for a longer period of time. However, no study has tried to exclusively study the relationship of extrinsic or intrinsic motivation to learn a language with well-being & bridging social capital. Whilst much of the research focuses on high school students, no existing research investigates whether motivation to learn a foreign language influences wellbeing and social capital of international students living in a foreign country.


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