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Nguyen V. Reviews of Vietnamese students about the development of Russian speaking and writing skills using social networks: A quantitative research. Tomsk State Pedagogical University Bulletin. 2024. Issue 1 (231). P. 106-113

Technological development not only unites people all over the world, but also opens the way in the educational field. As an assistive tool, social networks provide natural communication and exchange of information, provide teachers and students with educational resources, services for developing materials and organizing training, as well as creating an educational environment in the form of virtual communities for interaction, where teachers and students actively participate in the learning process, where teachers simultaneously act as consultants and participants in communication. The purpose of the study is to study the perceptions and attitudes of undergraduate students at Vietnamese universities towards developing Russian speaking and writing skills through social networks outside the classroom. The scientific novelty of the study lies in considering the ability to use social networks as an auxiliary tool for learning the Russian language in Vietnam. The theoretical basis was provided by scientific and pedagogical works on the research problem. The following methods are used in the research process: analysis, synthesis, systematization, case study, questioning. The results of the study showed positive views of Vietnamese students on the development of Russian speaking and writing skills through social networks outside the classroom. It was also noted that it is necessary to change the consciousness and attitude of teachers towards the use of social networking platforms as aids in teaching Russian speaking and writing skills. In addition, effective use of social networks in teaching other Russian language skills is expected. On the other hand, in a virtual environment, students can observe the reality of language use in everyday life, which is impossible for language learners in a non-linguistic environment. The conclusions drawn can serve as the basis for revealing the possibilities of creating interactive exercises and introducing them into the development of Russian speaking and writing skills through social networks in Vietnam. Future research may include studying the functions of social networks and their use in creating a system of exercises for developing Russian language skills; conducting an in-depth interview to assess the achievements of speech skills using various types of exercises on social networks.

Keywords: Russian language, methods of teaching Russian language outside the classroom, social networks in teaching Russian language, teaching Russian language outside the classroom in Vietnam

Nguyen V. The experience of implementing project-oriented learning and developing modern competences in teaching Russian to Vietnamese audience. Tomsk State Pedagogical University Bulletin. 2026. Issue 5 (247). P. 66-73

Currently, an integral task in Vietnamese universities is the training of students who acquire both professional knowledge and flexible skills necessary for successful activity in various fields. The aim of the study is determined by the analysis of the experience of applying project-based learning in the course “Russian for Business” at the Faculty of Russian Linguistics and Literature. From this, the project-based learning method is considered as one of the ways to form skills demanded under modern conditions for students of the faculty, which is the relevance of the study. During the study, a theoretical analysis of sources on linguodidactics and methods for teaching Russian as a foreign language was carried out. Observation protocols prepared by instructors, as well as content analysis of errors made by students, were used as empirical data. The materials for analysis were collected in the process of implementing the project approach and included summary sheets of errors found in students’ oral and written work, as well as reports on students’ group activities. Unlike traditional pedagogical methods, the project-based learning model engages students in carrying out a number of independent tasks at certain stages of projects – from planning, direct implementation to control and monitoring – to achieve the set goal. Through this approach, students develop communicative and academic competencies, as well as motivation and interest in the learning process. Within the course, the project is the organization of an advertising campaign and the holding of a model Vietnamese-Russian fair, during which students master specialized business vocabulary and speech patterns, learn to conduct business correspondence and oral negotiations. The research results confirm the correctness of choosing the project method in teaching Russian for business and its effectiveness in forming language and flexible competencies necessary for successful professional adaptation. These conclusions create opportunities to expand the application of this approach in teaching Russian as a foreign language and its implementation in other disciplines. Thus, the study makes a significant theoretical and practical contribution to the development of teaching methodology for Russian for business purposes, emphasizing the importance of a comprehensive approach aimed not only at the development of language skills but also key professional skills.

Keywords: project based learning, project learning, project method learning, teaching Russian as a foreign language, Vietnamese audience