APPLICATION OF GENERATIVE ARTIFICIAL INTELLIGENCE IN RUSSIAN LANGUAGE LEARNING BY STUDENTS OF CHINESE-RUSSIAN JOINT EDUCATIONAL PROGRAMS

Abstract

The article analyzes the practice of using generative artificial intelligence (GenAI) as a tool for learning Russian by Chinese students enrolled in Sino-Russian joint educational programs. The empirical basis of the study consists of survey data collected among first- and second-year students of the Joint Engineering Institute of SPbPU – JSNU. The analysis was carried out across four dimensions: user-related, value‑based, behavioral, and evaluative. The choice of these dimensions is driven by the aim to obtain a holistic picture of how Chinese students interact with neural networks when learning Russian. The user-related dimension captures the frequency of use and platform preferences; the value‑based dimension reflects students’ perception of GenAI as a means of learning Russian and its impact on their overall academic activities; the behavioral dimension allows for the study of scenarios and motives for using GenAI in Russian language learning; the evaluative dimension reveals the advantages and disadvantages of using GenAI as identified by Chinese students learning Russian as a foreign language within Sino-Russian joint educational programs.