Application of the Blended Teaching Mode in Russian Language Courses in Colleges and Universities in the Context of the Internet

Introduction

With the rapid development of internet technology, the educational landscape is undergoing profound transformations, especially in the teaching of Russian language courses at universities. The blended learning mode has emerged as a significant trend in this context. This approach not only combines the strengths of traditional teaching with modern information technology but also creates a more vibrant and diversified learning environment for Russian language acquisition (Martyushev et al., 2021; Spaska et al., 2025).

Blended learning integrates online and offline learning components, and its effectiveness can be understood through the lens of several language acquisition theories. For example, the constructivist theory posits that learners actively construct knowledge based on their experiences. In a blended learning environment, students can engage with a variety of online resources, such as videos, interactive tasks, and discussion forums, that provide rich experiences for them to build their understanding of the Russian language. They can explore grammar rules, vocabulary, and cultural contexts at their own pace and then apply this knowledge in face-to-face classroom interactions. This hands-on exploration and application aligns with the constructivist view of learning.

The social learning theory also has implications for blended learning in Russian language courses. This theory emphasizes the role of social interaction in learning. In the offline part of the blended model, students can participate in real-time discussions, role-playing activities, and group projects with their peers and teachers. These interactions provide opportunities for students to observe, imitate, and receive feedback, which are crucial for language learning. Meanwhile, the online component can also facilitate social learning through virtual discussion groups, where students can share their learning experiences, ask questions, and learn from each other.

However, despite its growing popularity, there is a lack of in-depth research on how blended learning impacts student engagement and language proficiency in Russian language courses. To fill this gap, this study focuses on the effectiveness of blended learning in enhancing academic performance and intercultural communication skills among students. The following research questions have been formulated to guide this investigation:

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  How does the integration of online and offline learning in blended learning enhance student engagement in Russian language courses, considering the principles of language acquisition theories such as constructivism and social learning theory?

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  Based on language acquisition theories, what specific improvements in language proficiency can be attributed to the implementation of blended learning in Russian language courses?

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  What barriers to autonomy and interaction do students encounter in the blended learning environment, and how do these challenges affect their learning experience in Russian language courses, taking into account the theoretical aspects of language learning?

The blended learning mode represents an innovative teaching approach that breaks the constraints of time and space, enabling more convenient and efficient learning (Jian, 2024;Krasnova & Shurygin, 2020). It promotes dynamic interaction between students and educators and offers opportunities for self-directed learning through online resources. In the context of Russian language education, adopting blended learning is essential for meeting contemporary educational demands. This approach not only stimulates students' interest and enthusiasm for learning, thereby improving teaching effectiveness, but also fosters their self-directed learning and collaboration abilities. By leveraging internet platforms, students can access a vast array of learning resources, facilitating a deeper mastery of Russian language knowledge and skills (Myravyova et al., 2021; Nalimova et al., 2024).

Therefore, the blended learning mode is not merely a teaching method innovation but also a crucial response to the evolving educational landscape. This study aims to clarify how blended learning cultivates students' Russian language proficiency and overall educational quality, laying a solid foundation for their future development.