Features of the use of digital technologies when teaching the Russian language to foreign citizens in Russian universities

Introduction. Currently, the education system around the world is undergoing a number of changes due to the active development of distance and digital learning technologies: learning is becoming more individualized, flexible, dynamic, and most importantly, technologically advanced. In these conditions, it seems necessary to rethink the role and specifics of using digital technologies when teaching Russian to foreign students. Materials and methods. The study involved 60 teachers of Russian as a foreign language aged from 25 to 67 years old, working at various universities in Russia: Peter the Great St. Petersburg Polytechnic University, St. Petersburg Mining University, Herzen State Pedagogical University, etc. The following methods were used: questionnaire method, comparative analysis, statistical method, systematization method, as well as a method of graphical presentation of data. Research results. The survey revealed that the majority of Russian as a foreign language teachers (78%) consider the digitalization of higher education to be a positive phenomenon, and 60% of respondents currently conduct their classes in a mixed mode. The most common digital tools used are basic computer programs (96%), instant messengers/email (85%), Internet resources (84%), platforms for conducting distance learning (81%) etc. The vast majority of respondents (95%) made changes to the process of teaching Russian language, taking into account the experience of the distance mode: they began to use the latest teaching methods, digital resources etc. 32% of survey participants believe that the use of electronic technologies is most relevant at the stage of skill building; speaking about teaching various types of speech activity and aspects of language, 80% of teachers noted that the use of electronic technologies is most appropriate when teaching listening and vocabulary. The majority of respondents believe that the use of digital technologies makes it possible to optimize control over the mastering of educational material. Conclusion. The obtained research results made it possible to identify and describe the most important aspects of the digitalization of higher education in the field of methods of teaching Russian as a foreign language, as well as to determine the prospects for further methodological study of the use of digital technologies in Russian as a foreign language classes.