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Peer Feedback in Online Teaching of Russian as a Foreign Language
This article examines the didactic potential of peer feedback in the context of online teaching of Russian as a foreign language (RFL). The study aims to analyze the systemic challenges of the online format, which generate a demand for new forms of educational interaction. It describes an experiment
in which peer assessment mechanisms were tested among foreign students at the TORFL-2 (B2) level.
The analysis identifies the key factors influencing the effectiveness of this practice and outlines its principal advantages and difficulties as perceived by the participants in a digital learning environment.
in which peer assessment mechanisms were tested among foreign students at the TORFL-2 (B2) level.
The analysis identifies the key factors influencing the effectiveness of this practice and outlines its principal advantages and difficulties as perceived by the participants in a digital learning environment.
Russian as a foreign language (RFL), online learning, feedback, peer assessment, didactic resource, educational interaction, learning environment