TY - JOUR

T1 - Blended Learning Model of Russian Language for Chinese Students

AU - Yan, Ruiting

AU - Fedotova, Nina L.

N1 - Ruiting, Yan, Fedotova, N. L. (2022). Blended Learning Model of Russian Language for Chinese Students. In Philological Class. Vol. 27. No. 3, pp. 145–154. DOI: 10.51762/1FK-2022-27-03-13.

PY - 2022

Y1 - 2022

N2 - The paper explores the linguo-didactic possibilities of using a blended learning model of Russian as aforeign language in post-pandemic conditions. The authors propose an innovative model of blended learning on thebasis of the Chinese app WeChat and justify the latter’s advantages compared with other applications: a wide rangeof functions, a high degree of interactivity, openness and a free access to various open e-learning resources designedfor Russian as a foreign language and the providing of high motivation of Chinese students for learning Russian.Four problems have been identified: low effectiveness in implementing the ideas of blended learning, a lackof electronic teaching resources, a low level of technological training of the learning process participants and thelow efficiency of the existing blended learning models. A definition is given of the concept of blended learning inpost-pandemic conditions. The paper presents a didactic design of the learning process using a blended learningmodel of Russian as a foreign language developed on the basis of the WeChat platform: Block 1 – materials postedin a WeChat public account; Block 2 – materials posted in a public account and using the Bilibili mini-program inWeChat, Block 3 – material intended for learning in the lesson (partial use of WeChat) and Block 4 – a chat usinga videocall in WeChat.The paper identifies stages of work within the blended learning model: the initial stage of learning contentdevelopment; the stage of classroom differentiation and modification of the teaching materials; the stage of implementing the blended learning model; the stage of correcting and improving the model. The use of WeChat forteaching Russian to Chinese students allows organizing the learning process for this group of students more effectively, increasing the students’ motivation and ensuring the durability of knowledge, skills and competenciesin different kinds of language behaviour. It has been proved that the technical characteristics of WeChat make itpossible to substantially reduce the time spent on posting the learning content.

AB - The paper explores the linguo-didactic possibilities of using a blended learning model of Russian as aforeign language in post-pandemic conditions. The authors propose an innovative model of blended learning on thebasis of the Chinese app WeChat and justify the latter’s advantages compared with other applications: a wide rangeof functions, a high degree of interactivity, openness and a free access to various open e-learning resources designedfor Russian as a foreign language and the providing of high motivation of Chinese students for learning Russian.Four problems have been identified: low effectiveness in implementing the ideas of blended learning, a lackof electronic teaching resources, a low level of technological training of the learning process participants and thelow efficiency of the existing blended learning models. A definition is given of the concept of blended learning inpost-pandemic conditions. The paper presents a didactic design of the learning process using a blended learningmodel of Russian as a foreign language developed on the basis of the WeChat platform: Block 1 – materials postedin a WeChat public account; Block 2 – materials posted in a public account and using the Bilibili mini-program inWeChat, Block 3 – material intended for learning in the lesson (partial use of WeChat) and Block 4 – a chat usinga videocall in WeChat.The paper identifies stages of work within the blended learning model: the initial stage of learning contentdevelopment; the stage of classroom differentiation and modification of the teaching materials; the stage of implementing the blended learning model; the stage of correcting and improving the model. The use of WeChat forteaching Russian to Chinese students allows organizing the learning process for this group of students more effectively, increasing the students’ motivation and ensuring the durability of knowledge, skills and competenciesin different kinds of language behaviour. It has been proved that the technical characteristics of WeChat make itpossible to substantially reduce the time spent on posting the learning content.

KW - Смешанное обучение

KW - модель обучения

KW - традиционное обучение

KW - онлайн-обучение

KW - WeChat

KW - русский язык как иностранный

KW - blended learning

KW - Learning models

KW - traditional learning

KW - online learning

KW - WeChat

KW - russian as a foreign language

UR - https://filclass.ru/archive/2022/tom-27-3/model-smeshannogo-obucheniya-kitajskikh-studentov-russkomu-yazyku

M3 - Article

VL - 27

SP - 145

EP - 154

JO - Philological Class

JF - Philological Class

SN - 2071-2405

IS - 3

ER -