ABSTRACT

This study examined the efficiency of teaching Russian as a foreign language (L2) in two groups of students – the first benefited from the e-learning platform’s capabilities (experimental), and the second underwent a traditional in-class course. Students learning Russian as L2 at People’s Friendship University of Russia (Moscow, Russia) were enrolled in the experiment. The research sample comprised 75 individuals distributed to three experimental groups and 33 individuals allocated to three control groups. All data obtained as a result of the study were statistically analyzed. In order to study the overall effect of using the iSpring platform, the research outcomes were combined by Stouffer’s Z-score method. Together with this, at each examination stage, repeated analysis of variance (ANOVA) was conducted. Students’ progress in learning Russian was evaluated by way of pre- and post-testing. After the experiment finished, all respondents were surveyed to analyze their perception of the effectiveness, convenience, and satisfaction of the chosen learning mode. The study found that students from experimental groups spent significantly more time for learning, demonstrating better performance. It was remarked that iSpring’s adaptive learning features contribute to improving students’ performance by encouraging them to learn better and faster.

摘要

这项研究考察了两组学生对外俄语（L2）的教学效率——第一组学生受益于电子学习平台的功能（实验性），第二组学生接受传统的课堂课程。俄罗斯人民友谊大学（俄罗斯莫斯科）学习俄语二级的学生参加了该实验。研究样本包括分配到三个实验组的 75 名个体和分配到三个对照组的 33 名个体。对研究结果获得的所有数据进行统计分析。为了研究使用iSpring平台的整体效果，通过Stouffer的Z-score方法将研究结果结合起来。与此同时，在每个检查阶段，都进行了重复方差分析（ANOVA）。通过事前测试和事后测试评估学生学习俄语的进度。实验结束后，对所有受访者进行了调查，分析他们对所选学习模式的有效性、便利性和满意度的看法。研究发现，实验组的学生花在学习上的时间明显更多，表现出更好的表现。有人指出，iSpring 的自适应学习功能通过鼓励学生学得更好、更快，有助于提高学生的成绩。展示出更好的性能。有人指出，iSpring 的自适应学习功能通过鼓励学生学得更好、更快，有助于提高学生的成绩。展示出更好的性能。有人指出，iSpring 的自适应学习功能通过鼓励学生学得更好、更快，有助于提高学生的成绩。