Developing a Methodology for Teaching Russian as a Foreign Language Using Game-Based Technologies to Enhance Motivation and Learning Effectiveness

Introduction: This study takes on the challenge of improving Russian as a Foreign Language (RFL) instruction by exploring how game-based technologies can enhance teaching outcomes. The main objective was to create and put to the test a comprehensive framework that uses gamification to strengthen learners’ motivation, engagement, and language development. Methods: A mixed-methods research design guided the investigation. First, an in-depth review of existing literature informed the creation of a gamified RFL course. This course, implemented with two groups of adult learners - an experimental group exposed to the game-based approach and a control group following a traditional curriculum - was structured around tasks and activities adapted to various skill levels (A1-C1 CEFR). Quantitative performance indicators, gathered at several points during the intervention, measured changes in language proficiency, motivation, and engagement. Concurrently, qualitative feedback from participants shed light on their personal experiences and perceptions. Results: Participants in the gamified group consistently outperformed their counterparts, showing marked improvements not only in language proficiency but also in how motivated and satisfied they felt throughout the learning process. In particular, the game-based format supported the cultivation of communicative competence and heightened cultural awareness. Certain elements - such as the careful design of tasks, the capacity to adjust to different learner needs, and a clear alignment with instructional aims - proved especially influential in shaping these positive outcomes. Discussion: Taken together, these results contribute to the growing body of work underscoring the value of integrating game-based solutions into language teaching. The methodology presented here offers a flexible, well-founded template for creating engaging RFL courses that better meet students’ needs. While this study highlights immediate benefits, further research might examine how well the enhanced skills persist over time, how individual learner differences affect responses to gamification, and whether similar approaches might be effective in other language learning environments.