DIGITAL TOOLS FOR ENHANCING RUSSIAN LANGUAGE LEARNING: A CASE STUDY OF ICT INTEGRATION IN LINGUODIDACTICS
DOI:
https://doi.org/10.48371/PEDS.2026.82.3.020Keywords:
digital pedagogy, Russian language, technology–enhanced language learning (TELL), Russian as a foreign language (RFL), linguistic competence assessment, Central Asian language education, multilingual education, TORFL (Test of Russian as a Foreign Language)Abstract
The digital transformation of language education has created new opportunities for teaching Russian as a foreign language (RFL), particularly in multilingual learning environments. Despite growing interest in educational technologies, comparative evidence on the effectiveness of specific digital platforms in authentic university contexts remains limited, especially in Central Asia.
This study investigates the impact of two widely used platforms, Kahoot and Padlet, on the development of Russian language proficiency. The objectives were to compare their influence on grammar, vocabulary, and reading skills, examine student and instructor perceptions, and identify factors affecting successful technology integration in Kazakhstani higher education.
A six-week quasi-experimental study involved international students with A2–B1 proficiency levels. Participants were divided into a Kahoot group (n = 30) and a Padlet group (n = 30). Data were collected through TORFL-aligned pre- and post-tests, questionnaires, classroom observations, and semi-structured interviews with five instructors. Quantitative data were analyzed using t-tests and ANOVA in SPSS, while qualitative data were examined through thematic coding in NVivo.
The findings indicate that both platforms contributed positively to language learning, although their pedagogical strengths differed. Kahoot proved particularly effective for reinforcing grammatical structures through repetitive practice and immediate feedback, whereas Padlet supported collaborative learning and contextual language use. The results also revealed that successful implementation depends on teacher preparedness, technical support, and the balanced integration of digital and traditional instructional approaches.
The study contributes to digital linguodidactics by providing empirical evidence on the use of gamified and collaborative platforms in RFL instruction. It also demonstrates how global educational technologies can be effectively adapted to multilingual university settings in Kazakhstan.
