Innovative educational technologies in teaching French in Russian universities: realities and prospects

Abstract

The article is devoted to the analysis of innovative educational technologies used in teaching French in Russian universities. The relevance of the topic is due to the need to modernize language education in the context of globalization and digitalization. The purpose of the study is to identify the specifics, problems and prospects of introducing innovations into the practice of teaching French. Tasks include: 1) systematization of theoretical approaches; 2) analysis of empirical data; 3) identification of factors of innovation effectiveness; 4) development of recommendations. The methodology is based on a combination of conceptual analysis, statistical methods, and expert interviews (n=25). The sample covers 15 universities from 10 regions of the Russian Federation. It was found that the most demanded technologies are blended learning (74%), mobile applications (63%), and game techniques (58%). The effect of innovation depends on the technological equipment of universities (r=0.72; p<0.01), the competencies of teachers (r=0.68; p<0.01), and the motivation of students (r=0.65; p<0.05). A set of measures to optimize innovation processes is proposed. The results are valuable for modernizing language education, taking into account the challenges of the digital age. Research on the long-term effects of innovation and the development of predictive models are promising.