Students’ Strategies for Studying Romanian in E-Learning Times
Students’ Strategies for Studying Romanian in E-Learning Times

Summary/Abstract: In my personal history, it has been quite a while since my first experience with a group of foreigners that were required to learn Romanian as a foreign language during what is universally known as “the preparatory year”. At the “Politehnica” University in Bucharest, there is a team of teachers that have constantly struggled for a gradual increase in both the number of foreign students enrolled in the preparatory year, the quality of the students trained, and the professional satisfaction of both teachers and students. As part of this team, in this paper, I intend to dwell upon the necessity to train students in the art of using the blended approach to learning, in accordance with their specific tasks at hand and general or occasional needs. For this purpose, I have devised a questionnaire that I have administered to the multicultural groups in the preparatory year I teach this academic year at “Politehnica”, in an attempt to gather as much information as possible with regards to students’ learning preferences in terms both of space, location, people and (e-)learning tools. In that way, I hope I will get an accurate answer to the question, “how do foreign students learn Romanian language best?”; what is more, the results of the survey will help me devise a more student-oriented curriculum, with optimal outcomes for all those involved in this teaching/ learning process. At the end of this paper, I expect I will be able to better understand the students’ perception of the learning process as such, with all aspects deriving from that. Are language teachers expected to turn totally digital, keep close to their traditional teaching methods, or balance the two in a blended approach to learning?

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