Student Perceptions of Online German Language Learning Platforms During Post-Pandemic Recovery in Nigerian Universities

This study examines the perceptions of undergraduate students regarding the use of online German language learning platforms during the post-pandemic academic recovery period in Nigerian universities, with data collected from students at the University of Abuja, Federal Capital Territory, in the North Central geopolitical zone. The COVID-19 pandemic necessitated a rapid shift to digital learning, and while emergency remote teaching has since given way to hybrid and blended models, the adoption of online language platforms has continued to evolve. The study employs a descriptive survey design, administering a structured questionnaire to 180 first- and second-year German language students. The instrument assesses frequency of platform use, perceived benefits and limitations, and preferences regarding digital versus face-to-face instruction. Findings indicate that students view online platforms primarily as supplementary tools rather than primary instruction modes, citing concerns about internet connectivity, data costs, and lack of human interaction as the primary barriers to full engagement. Students who reported consistent use of platforms such as Duolingo and Deutsche Welle Learning German demonstrated higher self-assessed vocabulary and listening competencies. The study recommends institutional investment in subsidised data plans for students and the development of low-bandwidth compatible learning resources. Keywords: online learning platforms, German language, University of Abuja, post-pandemic, digital education.