Augmented Reality for the Development of Sociocultural Competence in Teaching Russian as a Foreign Language

Introduction. Modern educational trends illustrate the integration of new technologies into education to enhance
effectiveness and student motivation. One such technology is augmented reality (AR). However, there is still a lack of
sufficient research focused on exploring the potential of augmented reality in learning Russian as a foreign language
(RFL). The aim of this study is to develop and test a methodology for using augmented reality as a means of developing
sociocultural competence in students learning Russian as a foreign language.
Materials and methods. The sample consisted of 60 international students from Ulyanovsk State Pedagogical University
(Russian Federation) and 40 students from Bonga University (Ethiopia). The research employs methods of conceptual
analysis, student surveys, analysis of student feedback, and a pedagogical experiment. During the pedagogical
experiment, students used AR technology as a tool for forming and developing components of sociocultural competence
while studying RFL. Changes in student outcomes (N=60; N=40), assessed by various experts, were processed using
Spearman's correlation coefficient (expert agreement coefficients for the studied student groups S≥0.759, S≥0.697). A
non-parametric method, the chi-square test (χ²), was used to determine the effectiveness of the proposed methodology
Results. A methodology for using augmented reality in the process of learning RFL was developed, which includes the
application of an original educational manual with AR. Augmented reality technologies allowed for a visual demonstration
of Russian traditions and customs not found in other countries to foreign students, which contributed to a more effective
formation of sociocultural competence. More than 74% of foreign students mastered the target words with complex
sociocultural semantics more effectively with AR.
Conclusion. The analysis of the pedagogical experiment results showed that the teaching materials with AR developed
in the course of the study can be used as a tool for teachers and instructors of RFL to develop and enhance students'
sociocultural competence. This work proposes an expanded structure of sociocultural competence, incorporating a fifth
component – informational and communicative competence, which implies the necessity of developing students' digital
skills and media literacy.