The development of written speech of Chinese students in classes on Russian as a foreign language with the use of digital educational technologies

Abstract

In the conditions of intensive digitalization of the educational process, the article reveals the prospects of using digital educational technologies for the formation of written speech competence of Chinese students studying Russian as a foreign language, focusing on overcoming typological and intercultural barriers caused by the differences between the hieroglyphic system of native writing and the phonetic-graphic nature of Russian spelling, as well as differences in the logical construction of the text, traditions of argumentation and compositional organization of discourse. The article analyzes the limitations of traditional methods based on handwritten exercises and printed materials, which do not provide the necessary personalization, prompt feedback, and motivation for a generation that has been socialized in a digital environment. The article also demonstrates the benefits of integrating interactive platforms, corpus resources, automatic checking tools, messaging apps, collaborative editing systems, and multimedia training tools to create a safe space for language experimentation, autonomy development, and the transition from reproductive strategies characteristic of the Confucian pedagogical tradition to critical thinking, original argumentation, and independent generation of texts in various genres. Based on a comparative analysis of the learning dynamics in the experimental and control groups, a statistically significant superiority of a systemically organized digital educational environment is revealed, manifested in a significant decrease in the frequency of errors in case management, verb tense forms, agreement, word order, and lexical compatibility, as well as in an increase in syntactic complexity, lexical diversity, compositional coherence, pragmatic adequacy, and the integral indicator of written competence, which is confirmed by data on an increase in the average sentence length, the proportion of complex structures, the number of discourse markers, lexical density, and the volume of texts, while simultaneously reducing the time required to complete tasks. Special attention is paid to students' assessment of the effectiveness of various digital tools, with the most popular resources being those with instant feedback and those that are integrated into the Chinese students' familiar media environment, highlighting the importance of considering cultural-specific media habits when designing educational models. The obtained results illustrate how methodologically substantiated integration of digital technologies based on the principles of communicativity, cultural studies, and a personal and activity-based approach contributes not only to a quantitative improvement in performance, but also to a qualitative transformation of written activity, promoting the formation of an autonomous, search-based style of working with the language and overcoming the interference of rhetorical models, which determines the high relevance of the materials for improving the methodology of teaching Russian as a foreign language in the context of international academic cooperation between Russia and China, developing adaptive educational complexes, and expanding the application of artificial intelligence technologies in linguodidactics.