AN INVESTIGATION INTO THE INTEGRATED APPROACH TO TEACHING WRITING SKILLS IN RUSSIAN: A STUDY OF IMPLEMENTATION OF PROJECT-BASED LEARNING

Abstract

The empirical investigation examines pedagogical efficacy of an integrated skills approach to teaching Russian writing through the synchronous development of listening, speaking, and writing competencies within a project-based learning framework. The research specifically addresses methodological applications and pedagogical outcomes of this integrated model in developing written proficiency among Chinese philology students. Through methodological triangulation, including classroom ethnographic observations, qualitative analysis of student works, quantitative survey instruments, and semi-structured interviews, the investigation documents significant improvements in learner outcomes. The findings demonstrate that this integrated approach effectively mitigates writing anxiety among L2 Russian learners, enhances intrinsic motivation for language acquisition, and facilitates autonomous learning capabilities while promoting the synthesis of linguistic knowledge in written production.