Saeedeh Dastamooz - Associate Professor, Department of Russian Language, Faculty of Literature, Alzahra University, Tehran, Iran.

This research analyzes data from Russian language test software and includes a survey conducted among participants of these certification tests in Iran. The primary aim of our study is to identify the challenges faced by applicants taking these tests. Over the course of one year, ۴۵ A۲-level tests were administered at Alzahra University, with a total of ۵۵۱ individuals participating. Our findings indicate that the highest scores were achieved in reading skills, while grammar and vocabulary consistently yielded the lowest results. A significant portion of the participants were aspiring students aiming to pursue medical studies in Russia. Many of these candidates had previously enrolled in pre-university Russian language courses at various universities in Russia. The onset of the Corona pandemic necessitated a shift to virtual learning environments for these language courses, which has had a profound impact on the quality of education received. Consequently, the transition to online instruction has been linked to the notably poor performance in grammar and vocabulary sections of the tests. This study highlights the urgent need for improved instructional methods and resources tailored to enhance the proficiency of learners in these critical areas. By addressing these challenges, we can better equip future candidates for success in their language certification endeavors and improve their overall language competency. Our research not only sheds light on current issues but also offers insights into potential solutions and prospects for advancing Russian language education in Iran.This research analyzes data from Russian language test software and includes a survey conducted among participants of these certification tests in Iran. The primary aim of our study is to identify the challenges faced by applicants taking these tests. Over the course of one year, ۴۵ A۲-level tests were administered at Alzahra University, with a total of ۵۵۱ individuals participating. Our findings indicate that the highest scores were achieved in reading skills, while grammar and vocabulary consistently yielded the lowest results. A significant portion of the participants were aspiring students aiming to pursue medical studies in Russia. Many of these candidates had previously enrolled in pre-university Russian language courses at various universities in Russia. The onset of the Corona pandemic necessitated a shift to virtual learning environments for these language courses, which has had a profound impact on the quality of education received. Consequently, the transition to online instruction has been linked to the notably poor performance in grammar and vocabulary sections of the tests. This study highlights the urgent need for improved instructional methods and resources tailored to enhance the proficiency of learners in these critical areas. By addressing these challenges, we can better equip future candidates for success in their language certification endeavors and improve their overall language competency. Our research not only sheds light on current issues but also offers insights into potential solutions and prospects for advancing Russian language education in Iran.

TORFL, Russian Language, Performance Evaluation, Problems