The effectiveness of digital tools for developing listening skills in Chinese learners of Russian at the pre-university level

Abstract

In the context of the internationalization of higher education and the intensification of academic mobility, the development of listening skills among international students studying Russian as a foreign language at the pre-university stage is becoming particularly important. Listening is considered one of the most challenging types of speech activity, especially for Chinese learners, which is due to significant differences between the Russian and Chinese languages in their phonetic systems, intonation patterns, and mechanisms of speech perception. The aim of this study is to analyze the effectiveness of using digital educational tools for developing listening skills among Chinese students and to determine their pedagogical potential. The scholarly novelty and practical significance of the work lie in viewing digital tools as a means of partially compensating for the lack of a natural language environment, as well as in accounting for the linguodidactic specifics of the Chinese audience. The study utilizes data from a questionnaire survey of 15 Chinese students at the pre-university stage of education. The survey was conducted using a Likert scale, and the obtained data were analyzed using descriptive statistics methods. The results of the study demonstrated that digital tools most effectively contribute to expanding vocabulary, increasing learning motivation, deepening the understanding of dialogue structure, and working with authentic speech samples. At the same time, the development of grammatical and phonetic listening skills requires additional methodological support from the instructor. In conclusion, the importance of a methodologically sound, selective, and differentiated use of digital educational resources in teaching listening to Chinese students is emphasized.