The choice of digital tools and teaching methods of RCT

Abstract

This article examines the selection of digital tools and their correlation with methods for teaching Russian as a foreign language (RFL). By clarifying the terminology, the concepts of digital education, digital educational environment, and digital tools are explored as a subset of technologies that support the creation, delivery, organization, and assessment of learning activities. It is demonstrated that methodologically productive integration of digital tools requires a focus on speech activity and the objectives of developing language competence. Classifications of digital tools are considered: by speech activity (vocabulary, grammar, listening, reading, writing, speaking, pronunciation) and by teacher functions at the «analysis» and «evaluation» levels (storages, notes, spreadsheets, text editors; videoconferencing platforms and LMS, search engines, and social networks). This article presents data from an empirical study of the use of digital technologies by Russian as a foreign language teachers at Russian universities. It reveals the predominance of office programs, communication services, internet resources, and remote collaboration platforms, with a relatively low prevalence of AI and virtual whiteboards. The article also provides a comparative discussion of Chinese researchers' practices: the use of micro-video platforms (Douyin/TikTok) for extracurricular language practice, multimedia skills support strategies, and the use of generative models (YaGPT) in the cyclical organization of learning «in class – out of class – in class». It concludes that the choice of digital tools should be determined by the level of language proficiency, learning objectives, and the stage of work. At the initial level, a combination of Russian and Chinese resources is methodologically justified to reduce cognitive and psychological load and develop learners' autonomy.