In Russia, the demand for English at conversational or basic levels remains a widespread consideration among adults. On average, about half of Russians feel that speaking English is necessary for daily life, with 54% agreeing that some level of English communication is useful. The younger segment, particularly those aged 26 to 35, shows the strongest inclination, with 66% endorsing the usefulness of English. By contrast, the oldest cohort, those over 45, view English as less essential, with acceptance not exceeding 30%. These patterns come from Skyeng’s study, which socialbites.ca later reviewed.
The data point to a clear demographic split in English study among Russians. Higher-educated professionals aged 26–45 are the most active learners, with 69% pursuing English, and those living in large metropolitan areas (populations over a million) exhibit even higher engagement at 73%. The typical proficiency level among this cohort centers on the A2–B1 range, which supports practical conversations on everyday topics. Only a small portion of learners—fewer than 15%—are 45 years old or older. While it is common to assume that younger learners have an edge, there are advantages to adult learning as well: adults often grasp grammatical rules more quickly, set clearer learning goals, and display stronger motivation to persist. This perspective is echoed by Karina Pavlovskaya, brand director at Skyeng, who notes the motivational edge often found in adult language acquisition.
Respondents report a mixed set of practical abilities with English. A significant share can read and understand English but rely on online translators to participate in conversations, a pattern seen in about 40% of participants. Only around 10% report being able to converse freely and read in English without assistance. For many, communication is limited to simple topics that do not demand an extensive vocabulary, a limitation observed in roughly 15% of respondents. About a fifth of participants (20%) know only basic phrases that can be handy in daily life, such as how to ask for items or introduce themselves. There remains a notable minority, about 16%, who feel unable to communicate in English at all.
An interesting thread in the survey concerns the role of schooling. About half of Russians—48%—credit their English proficiency to lessons received at school. Meanwhile, 22% feel that both school lessons and additional practice contributed to their current skill level. The 26–35 age group accounts for the largest share of gratitude for school-based learning, at 34%, followed by the 18–25 group at 29%. Older generations show less appreciation, with only around 8% acknowledging school-based progress. There are also voices attributing their gaps in English to the school system itself: about 7% of respondents hold this view, and 2% report taking up English on their own after finishing school.
These findings align with ongoing discussions about language education in Russia. They illustrate how attitudes toward English proficiency differ by age, education, and urban environment, while also highlighting the persistent influence of school programs on long-term language skills. The snapshot suggests a continued interest in English among younger adults and city dwellers, alongside a growing recognition of the value of additional learning resources beyond formal schooling. The conversations around adult learning highlight a practical path: even when initial exposure happens in school, sustained progress often depends on setting concrete goals, choosing relevant topics, and engaging with real-world language use in daily life.
In the broader context, this snapshot offers useful context for educators, policymakers, and organizations involved in language training. It underscores the importance of accessible, practice-oriented programs that accommodate busy professionals and urban residents while acknowledging the persistent gap for those outside major cities. For learners seeking to improve their English, the data suggest focusing on pragmatic communication skills, leveraging digital tools for reading and listening, and pursuing structured plans that marry classroom study with authentic, real-life practice. The conversation about English in Russia is not merely about grammar and vocabulary; it is about confidence, purpose, and the ability to navigate an increasingly interconnected world.