Abstract
The purpose of the research is to study the effectiveness of the methodological approach based on the use of podcasts in the study of Russian as a foreign language. The study involved 110 students studying Russian randomly selected from a representative sample. They were asked to listen and watch podcasts in and out of class twice a week for 4.5 months. At the end of the study a control test showed that the students’ language proficiency had increased, their grammar, writing, listening, pronunciation, and speaking skills had significantly improved. A pre- and post-test was conducted in the form of an examination with the participation of teachers, and the results were compared with a Student’s t-test to determine if there were statistically significant differences in academic achievement. After the pre-test, students received a podcast training intervention based on the author’s method. The results obtained demonstrated a statistically significant increase in the qualification level of the Russian language of the participants. An unstructured follow-up survey was also conducted regarding student assessment of classes using podcasts. A variety of assessments and explanations of the results obtained were obtained, which can be used in pedagogical practice. It was found that podcasts teach students to work on their own speech, helping to overcome the language barrier and increasing motivation to learn Russian as a foreign language. Thus, the introduction of podcasts in the study of the Russian language can solve such methodological problems: the formation of the ability to understand foreign speech by ear, improving pronunciation, expanding vocabulary, fostering the grammatical skills.
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Makhanova, Z., Arynbayeva, R. & Pavlovskaya, O. The linguocultural phenomenon of internet resources: the effectiveness of using podcasting in the russian language learning. Educ Inf Technol 28, 16333–16348 (2023). https://doi.org/10.1007/s10639-023-11820-7
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DOI: https://doi.org/10.1007/s10639-023-11820-7