Эмпирическое исследование использования методики «скаффолдинг» в преподавании устной и письменной речи на русском языке: результаты анкетирования китайских студентов

Xiao Lin

doi:10.25726/e2969-4336-5434-j

Authors

Xiao Lin https://orcid.org/0000-0003-1093-722X Peoples' Friendship University of Russia named after Patrice Lumumba, 117198, Moscow, Miklukho-Maklaya Street, 6

DOI: 10.25726/e2969-4336-5434-j EDN: JOGEZN

How to cite

GOST Lin X. An empirical study of the use of the «scaffolding» method in teaching spoken and written Russian: results of a survey of Chinese students // Education Management Review. 2026. Vol. 16. No. 7. P. 324-337. DOI: 10.25726/e2969-4336-5434-j

APA Lin, X. (2026). An empirical study of the use of the «scaffolding» method in teaching spoken and written Russian: results of a survey of Chinese students. Education Management Review, 16(7), 324-337. https://doi.org/10.25726/e2969-4336-5434-j

Abstract

The scaffolding teaching method originates from the theory of the zone of proximal development. Empirical research on its application in teaching Russian oral and written speech remains insufficient. This study focuses on teaching Russian as a foreign language, specifically oral and written speech, to Chinese university students. A five-dimensional questionnaire survey was conducted to empirically test the effectiveness of the scaffolding method. The results show that students have an urgent need to develop their oral and written skills and positively evaluate structured support. Group work in writing instruction and the gradual removal of scaffolds show potential for application, but are accompanied by certain shortcomings. The transfer of skills and their use in real communicative situations remain weak links in teaching. This study confirms the value of applying the scaffolding method in foreign language teaching, reveals its practical effectiveness and directions for optimization, and provides empirical foundations and practical recommendations for improving the teaching of Russian oral and written speech, optimizing scaffold design, and developing students' autonomous learning skills.

Keywords

scaffolding method Russian language teaching oral speech written questionnaire survey empirical research

Funding

The authors did not declare any external funding for this research.

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An empirical study of the use of the «scaffolding» method in teaching spoken and written Russian: results of a survey of Chinese students

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