Онлайн-обучение практической грамматике русского языка в вузе Китая в условиях эпидемии

Figure 1. Classroom management plan structure

This classroom management plan structure consists of three steps:

1) self-study before class in the Xuexitong program, which involves acquiring primary knowledge of the subject;

2) classroom work in the Xuexitong and DingTalk programs, the purpose of which is to internalize and expand knowledge with the ultimate goal of developing skills and abilities in terms of the Russian grammar;

3) post-class work in the Xuexitong and DingTalk programs, aimed at developing sustainable skills of applying grammatical knowledge in actual oral and written contexts.

5. Assessment system. Besides the afore-mentioned, online learning requires the introduction of a combination of various and multidimensional assessment systems: autonomous platform assessment, self-assessment, student assessment and teacher performance assessment.

In the procedural assessment, the authors of the research established grading indicators and weighting factors for assessing online learning at all stages before, during and after the lesson. The final assessment is matched by the Bloom's taxonomy of educational objectives (Professor at the University of Chicago, he advanced the classifications of educational goals: remembering, understanding, applying, analysing, evaluating and creating) (Betts, 2008), scientifically designed low- level (40%) and extended assessment content (60%), oral and written exams.

The interim assessment of the quality of feedback (the attitude of students to the subject in question and their motivation level) consists of such elements as attendance, successful accomplishment of the tasks assigned, participation in discussion forums, participation in the assessment of other forms of activities reflecting the communicative and expressive abilities of students, team work, which displays the ability to communicate, etc. (see Table). The interim assessment is a combination of quantitative and qualitative analysis, statistical and dynamic data.

Specific weight of nine points (test on sections of the textbook before the class, homework, test, behavior in class/classroom interaction, group activity (PBL)/team work, discussion/involvement in discussions, other types of learning behavior/ other learning activities, attendance, watching video and completing tasks on the platform), etc., behavior in the classroom (20%^ and classroom interaction (20%^ make up 20% respectively, and are evaluated in terms of linguistic ability (competence) and participation, motivation (quality).

6. Analysis of the innovative potential and distinctive advantages of the course “Practical Russian Grammar”. High level of educational objectives:

1) the construction of the “grammar + culture + moral education” model aims to educate highly moral people. Considering the current epidemic situation, it proves reasonable to study the ideological and political elements contained in the corresponding body of grammatical data, analyze grammatical phenomena and increase the sense of social responsibility. Achievement of the above-mentioned goal is implemented via selection of relevant Internet content from the mass media of China and Russia (texts relating to the work of doctors, humanitarian aid and social support during the COVID-19 pandemic);

2) in accordance with the university policy related to applied talents training, while teaching grammar, the emphasis is placed on encouraging applied skills. Grammar is integrated into actual communicative situations with the help of teaching monologue and dialogue patterns, classroom discussions, group interaction and extracurricular practical lessons. As a result, students' ability to use grammar knowledge for dealing with specific practical problems is enhanced.

Innovative educational content. The content of training is not limited to one textbook for one course, but is complemented by online learning resources. The resources comprise five modules, which ensure students' access to more than 100 micro-videos for learning, high-quality domestic and foreign videos alongside with reading materials in all sections of the course. All the afore-mentioned contributes to innovative activities, creative potential and effective achievement of the curriculum objectives.

Innovative teaching tools and methods:

1) learning on the Chaoxing, Xuexitong and Dingtalk platforms combines distance learning technologies and online teaching. The flipped online learning model in the classroom solves the problem of traditional full class teaching. Typically, regardless of the stage of training, there is only one teacher present to transfer knowledge in various forms. There is hardly any communication between the teacher and other teachers or between students. The proposed three-step online learning process brings together a larger number of participants in the educational process and addresses the issue of learners' poor language skills;

2) innovative teaching tools allow for the development of a variety of learning activities in order to improve the overall students' performance. The online learning process is monitored and guided, students are sent weekly notifications, academic warnings are introduced and individual recommendations are dispatched (e.g. teaching students in groups is followed by the introduction of a daily reporting system, encouraging peer support, etc.). The methods motivate students to learn, develop their independent learning skills, make the training process more fun, and the level of learning efficiency is significantly increased.

Methods of assessment. As part of the implementation of the proposed learning model, the approach to the traditional method of assessment was changed. An emphasis was placed on evaluating knowledge, and a unified assessment method, i.e. assessing the learning activity of students only through exams was improved.

The combination of mid-term and final (exam) control, as well as applying multisectoral and multidimensional assessment systems, combined with computer-based assessment, self-assessment, student assessment, teacher assessment, comprehensive analysis of knowledge, abilities, quality, etc., contribute to better understanding of the degree of complexity of the knowledge and resources introduced into the learning process. The methods motivate learners to overcome the difficulties they encounter at various stages of education.

7. Analysis of online learning outcomes. The efficiency of online learning is assessed from two aspects: the students' performance and the experience review of the educational process (satisfaction rate). The students' performance can be evaluated by the degree of objectives achievement, the objectives satisfaction rate, skills assessment and the emotional objectives achievement degree.

Assessment of students ' performance. The assessment of students' performance is based on the review of learners' progress for the period of 15 weeks, including the results of preliminary testing (based on the materials suggested for study before the class) and tests after conducting the classes (Figures 2 and 3).

Figure 2. Results of preliminary tests

Figure 3. Results of consolidation tests

Comparative analysis of the results in Figures 2 and 3 reflects the tendency towards improved academic performance, which indicates a noticeable change in the students' adaptation to online learning, the state and efficiency of education.

In accordance with the proposed three-step model, systematic training improves the exam results by an average of 10 per cent compared to preliminary testing performance, which demonstrates an increase in academic achievement.

The average performance is estimated at 82 points, the overall A-level performance rate stands at 37%, and 95% of students have satisfactory ratings, which indicates the successful achievement of study objectives in mastering grammar.

The experience review of the educational process (satisfaction rate). The results of the survey on students' satisfaction with online learning are based on the data from the university's quality management platform and a questionnaire published by coaches.

The total attendance of training courses on the platform was 10,578 people, which is 100%, and the task completion rate exceeded 95% (Figure 4).

Figure 4. Survey on students' satisfaction with online learning

The assessment covered such aspects as course study objectives, online learning methods, training resources, module tests and homework assignments, teaching methods, developing a learning strategy and the opportunity to improve academic performance. Overall, 98% of students are satisfied with online learning. This results from clear objectives, sufficient input and diverse training resources. Generally, learners endorse online platform learning, master grammar learning strategies, and improve communicative, team work and general language skills. The intellectual, competence and emotional objectives of the curriculum course have been largely achieved.

In summary, it can be stated that the efficiency of teaching the course “Practical Russian grammar” online according to the proposed three-step system is reasonably high. The knowledge and practical skills have been attained; all the course objectives have been mainly achieved. Thus, we can conclude that online training in the framework of the proposed methodology is equivalent to classroom training.

Conclusion

The course “Practical Russian grammar”, which is based on a micro-class system and implemented on an online platform, contributes to the improvement of students' verbal communication skills. It is aimed at transforming linguistic skills into verbal ones and achieving the ultimate study objective - making the transition from understanding and memorizing grammar to its practical application and linguistic creativity. In addition, the described three-step learning process allows a shift from low-level to high-level study objectives. To achieve effective teacher-student interaction, teachers transform traditional classroom learning into various forms of online education and employ digital learning tools and communication platforms, thereby increasing the efficiency of training. The proposed model of the three-step learning process implements a practice-oriented approach to learning languages. In this way, students can have access to a variety of educational resources and quickly respond to updates regardless of time and location. This meets the individual needs of students and increases their motivation. Learners develop their self-study and self-organization skills and improve their academic achievement and communicative skills in actual oral and written communication.

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