METHODOLOGY OF TEACHING RUSSIAN AS A FOREIGN LANGUAGE (RFL) AT A PEDAGOGICAL UNIVERSITY: A BLENDED LEARNING MODEL FOR DEVELOPING ACADEMIC WRITING, READING, AND ANALYSIS OF SCIENTIFIC AND METHODOLOGICAL TEXTS BASED ON AN LMS AND DIGITAL TRAINING TOOLS

Abstract

This article substantiates a blended learning model for teaching Russian as a foreign language (RFL) at a pedagogical university with a focus on the development of academic writing, academic reading, and analytical processing of scientific and methodological texts. The relevance of the study is determined by the growing demand for graduates who are able to operate with academic genres in Russian, interpret professional literature critically, and produce well-structured texts that meet institutional and research standards. The proposed model integrates an LMS as the core learning environment with digital training tools that support repeated practice, formative feedback, and individualized learning trajectories. The model is built on a competence-based and text-centric approach, combining genre pedagogy, scaffolding, and task-based learning to form sustainable academic literacy. The article describes how learning outcomes are operationalized through measurable indicators: macro-structure and cohesion of written texts, accuracy and appropriacy of academic vocabulary and syntax, comprehension depth in reading, and the quality of analytical summaries and interpretations. The methodology includes staged work with scientific and methodological sources: pre-reading conceptualization, guided reading with annotation, analytical compression, and controlled academic writing in relevant genres such as abstracts, reviews, literature-based essays, and short research reports. Particular attention is paid to the organization of feedback, including rubric-based assessment, peer review protocols, and automated prompts that help learners revise drafts. The research design relies on a mixed-methods framework: diagnostic and post-intervention testing, analysis of learner corpora, LMS analytics, and semi-structured interviews. The results demonstrate positive dynamics in academic literacy indicators and increased learner autonomy, while the discussion highlights conditions for transfer of skills across disciplines and the role of instructional design quality in sustaining outcomes. The conclusions outline practical implications for philological teacher education and recommendations for scaling the model in similar contexts.