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Russian Language Journal

Keywords

Russian language enrollment, student motivation, integrative orientation, instrumental orientation, language program recruitment, retention strategies, language learning deterrents, Russo–Ukrainian War

Abstract

Russian language enrollments at U.S. universities have declined steadily since 2009 (MLA, 2023), yet little research has examined current student motivations for studying Russian, particularly after the 2022 escalation of the Russo–Ukrainian War. This study surveyed two groups: (a) students enrolled in any 101-level language course at University X and (b) students in Russian courses at six U.S. universities. Results show that motivations for studying Russian are primarily integrative—general interest in the language, desire to converse with Russian speakers, aspirations to travel to Russian-speaking countries, and previous Russian knowledge—rather than instrumental. Students who considered but did not choose Russian most often cited greater interest in another language, along with logistical factors such as scheduling conflicts and perceived difficulty. The war’s main effects on current learners include loss of travel opportunities, smaller class sizes, and, for some, increased social discomfort in using the language; however, many reported that the conflict strengthened their motivation to learn Russian. Nearly all respondents planned to continue their Russian studies, suggesting that while the war shapes the learning experience, it is unlikely to be a primary driver of enrollment decline. Overall, these findings indicate that logistical and comparative factors play a larger role in declining enrollments than geopolitical events. By emphasizing cultural engagement, offering alternative immersion experiences, and addressing perceptions of difficulty or relevance, Russian programs can enhance recruitment and retention in a shifting global context.

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