ASSESSMENT OF THE EFFECTIVENESS OF BLENDED LEARNING IN TEACHING RUSSIAN AS A FOREIGN LANGUAGE AT A CHINESE UNIVERSITY

Abstract

The study examines the application of blended learning in the process of Russian language acquisition by Chinese students. It focuses on how combining classroom instruction with digital tools affects students’ language skills, motivation, and readiness for independent study. The experimental phase spanned one academic semester. Two groups are compared: a control group that studied exclusively in a face-to-face format, and an experimental group that utilized a hybrid model. Empirical data are collected through assessments, pedagogical observation, questionnaires, and interviews. The results favor the second group. More significant gains are observed across all language skill areas, with the most substantial improvements occurring in listening comprehension and speaking. The hybrid format also had a positive impact on the motivational-affective domain: students reported greater satisfaction with the learning process, gained self-confidence, and demonstrated markedly higher levels of engagement during classes. The role of the digital environment deserves special mention; it fostered learner autonomy, facilitated faster and more comprehensive feedback, and helped students develop sustainable, individualized strategies for working with the course material. In summary, blended learning has proven effective and pedagogically sound as a method for modernizing Russian language instruction within the context of a Chinese university, and its implementation aligns with current educational requirements.