Evaluating the efficacy of the rain classroom platform for developing Russian listening proficiency in Chinese philology students at A1-A2 levels

Aim. To evaluate the effectiveness of the Rain Classroom platform in fostering Russian listening comprehension skills in Chinese philology students (A1-A2 levels).

Methodology. This study employed an experimental method using a pre-test and post-test design, involving 77 first- and second-year philology students from the Russian Language Department of Xinjiang University, divided into experimental and control groups. The experimental groups were taught using the Rain Classroom educational platform, which included interactive tasks, automated assessment, and instant feedback, while the control groups followed a traditional methodology with printed materials and audio CDs. Data collection methods included listening comprehension tests, small group discussions with students, questionnaires to assess motivation and engagement, as well as observation and interviews. Statistical data processing included quantitative methods (Stu dent’s t-test for group comparison) and qualitative analysis of responses which made it possible to make a comprehensive evaluation of the effectiveness of the Rain Classroom platform in teaching Russian as a Foreign Language (RFL).

Results. The experiment revealed a statistically significant improvement in listening comprehension skills in the groups using Rain Classroom. The greatest progress was observed in group 23-2 (+15.5%), while control group 23-1 showed an increase of only 5.6%. In another experimental group (22-2), the improvement was +6.4%, while control group 22-1 demonstrated a decrease of 2.7%. Questionnaires confirmed high student satisfaction: 84.6% preferred multimedia materials, 82.1% noted an improvement in skills, and 66.7% appreciated the platform’s interactivity. Repetition exercises (82.1%) and multiple-choice tests (64.1%) were found to be the most effective. Identified technical limitations (e.g., strict answer format) required methodological adjustments.

Research implications. This research contributes to the theory of Russian as a Foreign Language (RFL) methodology by experimentally confirming the effectiveness of the Rain Classroom platform for teaching listening comprehension to Chinese students at levels A1-A2, particularly in the context of phonetic difficulties. The practical significance of the work lies in the development of a specialized exercise bank with adapted multimedia materials (videos, tongue twisters) and methodological recommendations for using platform features (playback speed adjustment, automatic assignment checking). The results demonstrate increased student motivation (84.6% preference for multimedia) and improved academic performance (up to +15.5% in experimental groups), and identify technical limitations (e. g., strict answer format) that are important for improving educational platforms.

Conclusions. The study confirmed the effectiveness of the Rain Classroom platform in teaching Russian as a Foreign Language (RFL) listening comprehension to Chinese students at levels A1-A2: experimental groups showed an increase in results of up to +15.5% with high engagement (84.6% preference for multimedia). The developed exercise bank (119 for A1, 152 for A2), with adaptation to phonetic difficulties and instant feedback, increased motivation. To optimize the platform, the following are necessary: flexible answer assessment, integration into blended learning, and expansion of dialogues with visual aids. The results create a foundation for digital RFL methodology that considers linguistic interference.

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