Article: PDF
DOI: 10.51762/1FK-2022-27-03-13
Abstract: The paper explores the linguo-didactic possibilities of using a blended learning model of Russian as a foreign language in post-pandemic conditions. The authors propose an innovative model of blended learning on the basis of the Chinese app WeChat and justify the latter’s advantages compared with other applications: a wide range of functions, a high degree of interactivity, openness and a free access to various open e-learning resources designed for 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 lack of electronic teaching resources, a low level of technological training of the learning process participants and the low efficiency of the existing blended learning models. A definition is given of the concept of blended learning in post-pandemic conditions. The paper presents a didactic design of the learning process using a blended learning model of Russian as a foreign language developed on the basis of the WeChat platform: Block 1 – materials posted in a WeChat public account; Block 2 – materials posted in a public account and using the Bilibili mini-program in WeChat, Block 3 – material intended for learning in the lesson (partial use of WeChat) and Block 4 – a chat usingna videocall in WeChat. The paper identifies stages of work within the blended learning model: the initial stage of learning content development; 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 for teaching 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 competencies in different kinds of language behaviour. It has been proved that the technical characteristics of WeChat make it possible to substantially reduce the time spent on posting the learning content.
Key words: Blended learning; learning model; traditional learning; online learning; WeChat; Russian as a foreign language.

Для цитирования:

Янь, Жуйтин. Модель смешанного обучения китайских студентов русскому языку / Янь Жуйтин, Н. Л. Федотова // Philological Class. – 2022. – Vol. 27 ⋅ №3. – С. 145-154. DOI 10.51762/1FK-2022-27-03-13.

For citation

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

Список литературы:

Yan Ruiting N. L. Fedotova

About the author(s) :

Ruiting Yan
Saint Petersburg State University (Saint Petersburg, Russia)
ORCID ID: https://orcid.org/0000-0002-7214-6899


Nina L. Fedotova

Saint Petersburg State University (Saint Petersburg, Russia)
ORCID ID: https://orcid.org/0000-0002-2881-7202

Publication Timeline:

Date of receipt: 16.04.2022; date of publication: 31.10.2022.

References:

Agustin R. Veras, Jr. (2017). Proposed Blended Learning Model for Don Mariano Marcos Memorial State University ‒ South La Union Campus (DMMMSU-SLUC). In SMCC Higher Education Research Journal. Vol. 3. DOI: 10.18868/
sher3j.03.00117.07. URL: https://ejournals.ph/article.php?id=11348 (mode of access: 10.03.2022).
Al-Qaysi, A. N., Arkhangelskaya, A. L., Rudenko-Morgun, O. I. (2019). Intellektual’nyi golosovoi pomoshchnik Alisa
na urokakh russkogo yazyka kak inostrannogo (uroven’ A1) [Intelligent Voice Assistant Alice at the Lessons of Russian as
a Foreign Language (level A1)]. In Filologicheskie nauki. Voprosy teorii i praktiki. Vol. 12. No. 2, pp. 239–244. DOI: 10.30853/filnauki.2019.2.52.
Antropova, M. Yu. (2018). Mobil’nye tekhnologii v uchebnom protsesse (na primere kitaiskogo Wechat) [Mobile Technologies in the Educational Process (on the Example of the Chinese Wechat)]. In Cross-Cultural Studies: Education and Science. Vol. 3. No. 3, pp. 218–224.
Baydikova, N. L. (2020). Tsiklichnaya model’ smeshannogo obucheniya: tekhnologicheskii podkhod [Cyclic Model of Blended Learning: A Technological Approach]. In Kontsept. No. 1, pp. 39–50. DOI: 10.24411/2304-120X-2020-11004.
Bekisheva, T. G. (2016). Smeshannoe obuchenie: sovremennye tendentsii v vuzakh [Blended Learning: Current Trends in Universities]. In Sovremennye issledovaniya sotsial’nykh problem. No. 11 (2), pp. 37–42.
Belovodskaya, A. (2012). Vozmozhnosti primeneniya modeli smeshannogo (integrirovannogo) obucheniya RKI [Possibilities of Using the Model of Mixed (Integrated) Education in Russian as a Foreign Language]. In Slovo.ru: Baltiiskii aktsent. No. 4, pp. 69–72.
Bikkulova, O. S., Ivkina, M. I. (2021). Chat-bot v metodike prepodavaniya RKI [Chatbot in Russian Language Teaching Methods]. In Mir russkogo slova. No. 1, pp. 91–96. DOI: 10.24411/1811-1629-2021-1-91-96.
Blinov, V. I., Esenina, E. Yu., Sergeev, I. S. (2021). Modeli smeshannogo obucheniya: organizatsionno-didakticheskaya tipologiya [Blended Learning Models: Organizational and Didactic Typology]. In Vysshee obrazovanie v Rossii.
Vol. 30. No. 5, pp. 44–64. DOI: 10.31992/0869-3617-2021-30-5-44-64.
Christensen, C. M., Horn, M. B., Staker, H. (2013). Is K-12 Blended Learning Disruptive? An Introduction of the Theory of Hybrids. The Clayton Christensen Institute. 48 p.
Fedotova, N.L., Yan, Ruytin (2021). Smeshannoe obuchenie inostrannomu yazyku vs auditornoe i onlain-obuchenie
(po rezul’tatam anketirovaniya kitaiskikh studentov) [Blended Learning of a Foreign Language vs Classroom and Online Learning (Based on the Results of a Survey of Chinese Students)]. In Vestnik Mariiskogo gosudarstvennogo universiteta.
No. 2, pp. 178–186. DOI: 10.30914/2072-6783-2021-15-2-178-186.