During the COVID-19 pandemic, the online learning of foreign languages at higher education level has represented a way to adapt to the restrictions imposed worldwide. The aim of the present article is to analyse university students’ behaviours, emotions and perceptions associated to online foreign language learning during the pandemic and their correlates by using a mixed approach. The research used the Foreign Language Enjoyment (FLE) scale and tools developed by the authors, focusing on task value, self-perceived foreign language proficiency, stressors and responses in online foreign language learning during the pandemic. Some of the results, such as the negative association between anxiety and FLE, are consistent with those revealed in studies conducted in normal times. Other results are novel, such as the protective role of retrospective enjoyment in trying times or the higher level of enjoyment with lower-achieving students. Reference is made to students’ preferences for certain online resources during the pandemic (e.g., preference for PowerPoint presentations) and to their opinions regarding the use of entirely or partially online foreign language teaching in the post-COVID period. The quantitative results are fostered by the respondents’ voices in the qualitative research. The consequences of these results are discussed with respect to the teacher-student relationship in the online environment and to the implications for sustainable online foreign language learning.

The main aim of this study is to examine university students’ satisfaction with remote learning, analysing their socio-demographic and personal factors, the perception of online interactivity and of the online means used by academics considering two important moments: one academic year from the pandemic period (2020–2021) and one from the post-pandemic period (2022–2023). The sample included 1493 university students in a cross-sectional correlation research design. We found significant direct effects of techno-creators and techno-inhibitors on satisfaction, and of e-learning use on satisfaction. Technostress inhibitors have significant positive effects on e-learning use, learning engagement and negative effects on technostress creators. The relationship between technostress creators and satisfaction is partially mediated by learning engagement and e-learning use. Uncertainty has mediated effects on e-learning satisfaction. The results show that students expected almost all the features of the platforms to be used more in 2022–2023, when classes became preponderantly face-to-face. The results are slightly different during the two years of the analysis.

Given that the COVID-19 pandemic has strongly impacted students' learning experiences, the present research aims to reveal some of the challenges brought by the online foreign language classes in higher education and to show a pattern of relationship exists between individual and contextual factors, and students' behaviours during these classes. The study was conducted in a university where foreign languages (FLs) are a compulsory part of the curriculum at the undergraduate level. The authors analysed individual differences, such as personality traits, FL learning motivation, out-of-class language learning, perceived usefulness of elearning platform resources, self-perceived FL proficiency, and FL grade as independent variables, and also measured FL enjoyment, FL anxiety, stressors that exist and coping behaviours as mediators. The integration of above-mentioned factors in the analysis of online learning can contribute to a better understanding of the learning process in this environment, to enhance students' positive behaviours, diminish the negative ones, and improve learning outcomes.

"The present paper aims at providing an insight into the benefits that content and language integrated learning (CLIL) can bring to the teaching of business English in higher education, given the place of the English language in the European Union and the competitive advantages it offers on the international labour market. The first part of the paper puts emphasis on some historical facts related to CLIL, presents the EU position with respect to this teaching approach and introduces its characteristics. The second part shows how, in the absence of the dual-focus CLIL, this methodology can be adapted and successfully integrated in business English classes, by applying the four elements of the CLIL conceptual framework: content, communication, culture and cognition "

This paper discusses the concept of intercultural competence and explores possibilities to integrate it into the business English class at the university. The first part of the paper defines the concept and provides the historical background for its development, while also introducing some prominent models of intercultural competence. The second part offers insights into effective ways for enhancing intercultural competence in the business English class by raising cultural awareness, developing knowledge, skills, and attitudes, using standard teaching practices, collaborative learning, and immersive technologies, and engaging all categories of students. The conclusions mark the final part of the paper.