Development and management of the implementation of micro-learning programs in the teaching of RCT

Abstract

This article discusses the issues of developing and managing the implementation of micro-learning programs in teaching Russian as a foreign language (RCT) from the point of view of education management. The relevance of the study is due to the increasing need for effective methods of teaching RCTs that can ensure rapid assimilation of language skills and adaptation to a new language environment. Micro-education, characterized by brevity, purposefulness and interactivity, is a promising approach to solving this problem. The purpose of the study is to develop methodological foundations and practical recommendations for the implementation of micro-learning programs in the teaching of RCT. The materials and methods of the research include the analysis of existing theoretical developments and empirical data in the field of micro-education and teaching of RCT, as well as conducting an experimental study with the participation of 120 foreign students studying Russian. The participants were divided into an experimental group (n=60), who studied according to the micro-education program, and a control group (n=60), who studied according to the traditional method. To assess the effectiveness of the micro-learning program, language competence tests, questionnaires and analysis of student activity on an online platform were used. The results of the study showed that the application of the micro-learning program led to a statistically significant increase in the level of language competence of students in the experimental group compared with the control group (p<0.05). The average score on language competence tests in the experimental group increased by 23.7% (from 67.3 to 83.2 points out of 100), while in the control group the increase was only 9.8% (from 66.9 to 73.4 points). In addition, the students of the experimental group demonstrated a higher level of engagement and activity on the online platform (an average of 4.2 tasks per day versus 2.7 in the control group). The results obtained indicate the high effectiveness of micro-learning programs in teaching RCT and the need for their further development and implementation in the educational process. The methodological foundations and practical recommendations developed in the course of the study can be used to improve the educational management system in the field of teaching RCT.