The Impact of Technology-Based Education in the Russian Language on Eagerness to Learn, Academic Performance, and Academic Self-Regulation in the Conversation of Russian Language Curriculum
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| Title: | The Impact of Technology-Based Education in the Russian Language on Eagerness to Learn, Academic Performance, and Academic Self-Regulation in the Conversation of Russian Language Curriculum |
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| Language: | English |
| Authors: | Jia Jiao, Narynbaeva Baktygul Borbievna |
| Source: | Education and Information Technologies. 2025 30(3):3597-3619. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Influence of Technology, Technology Uses in Education, Second Language Instruction, Second Language Learning, Russian, Learner Engagement, Academic Achievement, Self Management, Conversational Language Courses, Teaching Methods, Instructional Effectiveness |
| DOI: | 10.1007/s10639-024-12996-2 |
| ISSN: | 1360-2357 1573-7608 |
| Abstract: | This study, conducted in 2024, investigates the transformative impact of Technology-based Education (TBE) within the context of the Russian Language Curriculum (RLC). The research aims to examine how TBE influences eagerness to learn (ETL), academic performance (AP), and academic self-regulation (ASR) in the RLC, an area that has received limited attention despite extensive research on TBE in education. The study employs a quasi-experimental design, featuring a control group (CG) and an experimental group (EG), as well as pretest and posttest assessments. Participants were selected through cluster sampling. The research instruments utilized encompass the ETL Scale, AP Scale, and ASR Scale. The EG experienced one semester of TBE intervention, while the CG adhered to traditional teaching methods. The findings suggest a substantial enhancement in ETL, AP, and ASR within the conversational aspects of the RLC as a result of TBE integration. This research holds significant implications for educators, curriculum developers, and policymakers, highlighting the potential of TBE to elevate the quality of teaching and learning in Russian language education. It underscores how TBE can establish a more effective and engaging learning environment for Russian language acquisition, addressing the ETL, AP, and ASR. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1461516 |
| Database: | ERIC |
| Abstract: | This study, conducted in 2024, investigates the transformative impact of Technology-based Education (TBE) within the context of the Russian Language Curriculum (RLC). The research aims to examine how TBE influences eagerness to learn (ETL), academic performance (AP), and academic self-regulation (ASR) in the RLC, an area that has received limited attention despite extensive research on TBE in education. The study employs a quasi-experimental design, featuring a control group (CG) and an experimental group (EG), as well as pretest and posttest assessments. Participants were selected through cluster sampling. The research instruments utilized encompass the ETL Scale, AP Scale, and ASR Scale. The EG experienced one semester of TBE intervention, while the CG adhered to traditional teaching methods. The findings suggest a substantial enhancement in ETL, AP, and ASR within the conversational aspects of the RLC as a result of TBE integration. This research holds significant implications for educators, curriculum developers, and policymakers, highlighting the potential of TBE to elevate the quality of teaching and learning in Russian language education. It underscores how TBE can establish a more effective and engaging learning environment for Russian language acquisition, addressing the ETL, AP, and ASR. |
|---|---|
| ISSN: | 1360-2357 1573-7608 |
| DOI: | 10.1007/s10639-024-12996-2 |
