Assessment of the level of effectiveness of the hybrid form of teaching Russian as a foreign language at the stage of pre-university preparation

Introduction. At the post-novice stage of development of the methodology of teaching Russian as a foreign language there is an active search for the most effective organizational forms of teaching, which necessitates the use of a hybrid form, involving joint synchronous work of learners who are in the classroom, as well as connecting to the class by means of technical means of video communication. The purpose of the article is to assess the level of effectiveness of the hybrid form of teaching Russian as a foreign language based on a survey of foreign students of the pre-university training program who are present in full-time classes and planning to study in basic educational programs in engineering areas of training. Materials and methods. The paper uses the method of analysis of scientific publications of foreign and Russian authors published during the last 5 years and devoted to the study of the features of hybrid learning, pedagogical research in the form of written anonymous questionnaire survey of foreign students of the pre-university training program of Peter the Great St. Petersburg Polytechnic University, as well as statistical processing methods used for nominative data: measures of central tendency (Mo), position measures (Me, Q1, Q3, Min, Max) and measures of variability (IQR, Ex, As). Research results. It was found that the respondents demonstrate a high level of loyalty to the hybrid learning format, provided that there is a teacher with the necessary competencies (according to the criteria of preference (K1), comfort (K2) and success (K3) of hybrid learning, the values of the mode and the third quartile coincide with the maximum KEYWORDS numerical value according to the given scales MoК1,К2,К3=10, Q3К1,К2,К3=10). In the context of the study of hybrid and distance learning, there is no relationship between the form of education, the level of assimilation of educational information by students at the stage of its explanation, the frequency of their responses at the stage of practice and consolidation, as well as the quality of their communicative interaction (according to the criterion K4 (interaction between the student-respondent and the teacher) MoK4=3, MeK4=3, according to criterion K5 (the quality of interaction along the line “student in the classroom – a student who is in a remote space”) MoК5=3, Q3K5=3, according to criterion K6 (an alternative academic choice between a hybrid and a distance learning format) Q3K6=3; where the numerical indicator “3” indicates that the respondent has no preferences when choosing a distance or hybrid form of education). Conclusion. Modern conditions, in which the process of teaching Russian as a foreign language at the stage of pre university training takes place, stipulate the necessity of applying effective forms of teaching in daily teaching practice, one of which is a hybrid form