К вопросу об эффективности гибридного обучения китайскому языку: систематизация результатов эмпирических исследований

Fuqing Xi; Zirui Zhang

doi:10.25726/o1206-5627-4463-h

Authors

Fuqing Xi https://orcid.org/0009-0000-7380-8834 Peoples' Friendship University of Russia named after Patrice Lumumba, 117198, Moscow, Miklukho-Maklaya Street, 6
Zirui Zhang Capital Normal University, 100048, No. 105 West Third Ring North Road, Haidian District, Beijing, China

DOI: 10.25726/o1206-5627-4463-h EDN: EVULXR

How to cite

GOST Xi F., Zhang Z. On the effectiveness of hybrid Chinese language teaching: systematisation of empirical research results // Education Management Review. 2026. Vol. 16. No. 10. P. 441-449. DOI: 10.25726/o1206-5627-4463-h

APA Xi, F. & Zhang, Z. (2026). On the effectiveness of hybrid Chinese language teaching: systematisation of empirical research results. Education Management Review, 16(10), 441-449. https://doi.org/10.25726/o1206-5627-4463-h

Abstract

The article presents an analytical review of contemporary empirical studies on the effectiveness of hybrid (blended) Chinese language teaching in higher education. The purpose of the work is to systematise disparate data by identifying key performance parameters, conditions for their achievement, and limitations reported in the research literature from 2021 to 2026. Drawing on a thematic analysis of twenty publications indexed in the RSCI, Scopus and WoS, three main groups of effectiveness criteria are distinguished: academic achievement, motivational and engagement indicators, and the development of intercultural communicative competence. It is demonstrated that the positive effect of the hybrid format is not automatic but is mediated by the quality of instructional design, the level of digital infrastructure, and the readiness of teachers to integrate face-to-face and online components. Special attention is paid to comparing Russian and Chinese experiences in implementing blended models, including those based on intelligent platforms. The conclusion emphasises the need to develop a comprehensive assessment system that covers not only linguistic outcomes but also the dynamics of learner autonomy, intercultural sensitivity, and motivation stability. Promising directions for further empirical research are outlined, including longitudinal measurements of the effectiveness of hybrid teaching of the tonal and hieroglyphic systems of the Chinese language.

Keywords

hybrid learning blended learning Chinese language effectiveness empirical research higher education digitalization review

Funding

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

References

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On the effectiveness of hybrid Chinese language teaching: systematisation of empirical research results

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