Russian online resources in teaching Russian as a second language: functional and typological characteristics
DOI: 10.23951/1609-624X-2026-4-122-133
This article presents a functional and typological analysis of Russian online resources, allowing for the optimization of the selection and integration of digital tools into the linguodidactic process, particularly in the teaching of Russian as a second language. The relevance of this study stems from the dynamic development of digital technologies, the changing student population, and the demands for personalized learning, which are currently a widespread trend in Russian education. The approach to systematizing and summarizing specialized information is new. It is based on an analysis of the current state of the digital educational environment in the designated subject area, identifying criteria for resource typology, classifying resources based on functionality, taking into account not only technical and interface features but also the linguodidactic potential of each type, and assessing the effectiveness of using the identified resource types in teaching bilinguals and foreign speakers. The theoretical and methodological basis of the study is comprised of fundamental works in the fields of linguodidactics, methods of teaching Russian as a second language, e-learning theory, as well as contemporary research in digital humanities and computer-aided linguodidactics. The research methodology includes systems analysis, content analysis of online resources, and pedagogical observation. The practical significance of the study lies in the creation of an applied classifier that can be used by teachers to design courses on Russian as a second language, by authors of teaching aids to develop digital support, and by educational institution administrators to create a digital educational environment. The main results of the study suggest that the effectiveness of teaching Russian as a second language directly depends on the informed choice of the type of online resource appropriate to the learning stage, the communicative task, and the psychological and pedagogical characteristics of bilingual and non-native students. The identified functional resource types demonstrate diverse didactic potential: from the automation of grammar skills (training platforms) to authentic communication and linguistic identity development (social networks and simulators). Further development of the problem of organizing online resources in the field of teaching Russian as a second language will help identify prospects for the creation of new, more advanced educational products capable of ensuring high-quality teaching of Russian as a second language in the digital world.
Keywords: digitalization of education, digital educational environment, digital competence of a teacher, digital technologies, network communications, online educational resources, online resources for educational purposes, linguodidactics, linguodidactic potential of online resources, Russian as a second language
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Issue: 4, 2026
Series of issue: Issue 4
Rubric: METHODOLOGICAL ASPECTS OF MODERN PHILOLOGY
Pages: 122 — 133
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