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Abstract: Problem statement. Distance learning has become widely popular in teaching Russian as a foreign language (RFL), which allows educationalists to individualize and intensify the learning process and to create a comfortable environment that ensures its effectiveness. Distance learning is realized without face-to-face interaction between the student and the teacher and is characterized by a high dependence on the students’ motivation and self-discipline. Its effectiveness is subject to both external and internal motivation, the formation and fostering of which need the creation of motivationally oriented learning environment, including distance courses. The aim of this article is to describe the experience of designing a distance learning course based on J. Keller’s motivation model. A review of the scholarly literature on the topic of research has revealed approaches to the description and typology of motivation. This article focuses on the theories and models that are relevant for designing motivationally oriented distance learning courses. Methods and materials. The study employs the method of analysis of domestic and international sources on issues of fostering motivation to learn Russian as a foreign language and the method of summarizing experience of creating a motivationally oriented educational environment. The research material includes scholarly and methodological literature and a beginner-level distance learning course of Russian as a foreign language developed at Krasnoyarsk State Pedagogical University named after V. P. Astafiev. Research results. Using the RULAC platform as an example, the article demonstrates the potential for motivational design of a distance learning course. Drawing on the structure of J. Keller’s motivation model, the study describes the means of formation and fostering of learning motivation used in teaching Russian as a foreign language. In the course of a preliminary survey, the study has revealed motives of integrative and instrumental motivation, which were taken into account in designing the educational content and in modeling the course structure. The core of the RULAC distance course was made up of standardized SCORM packages with multimodal material presentation, including visual aids, audio components and textual accompaniment, and thematic vocabulary blocks with phonetic prompts and cultural contexts. This allowed creating of an educational environment facilitating comfortable and effective assimilation of theoretical knowledge, and the development of practical skills necessary for the realization of the communicative needs in everyday and socio-cultural spheres of interaction. The main elements of J. Keller’s motivation model are realized in the RULAC distance course at the level of its structure and content. For instance, the modular structure of the course makes it possible to attract and retain learners’ attention, and provides the opportunity to build an individual educational trajectory. The correlation of the learning material with the requirements for proficiency levels in Russian as a Foreign Language (RFL) creates the necessary conditions for learners to experience satisfaction with the results achieved. Conclusions. Designing a distance learning course based on J. Keller’s model allows the teacher to take into consideration the following aspects essential for the formation of learning motivation: to attract and keep student’s attention throughout the entire learning period, to create the conditions for understanding the importance and significance of learning, to maintain self-confidence, and to stimulate satisfaction with learning outcomes.

About the author(s) :

Inna V. Revenko

Krasnoyarsk State Pedagogical University named after V. P. Astafiev

(Krasnoyarsk, Russia)

ORCID: https://orcid.org/0009-0005-8696-7048

Publication Timeline:

Date of receipt: 09.11.2025; date of publication: 29.12.2025

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