Margarita А. Yurchenko

The relevance of the research problem is driven by the need to find effective pedagogical tools for maintaining student engagement when learning French grammar as a foreign language at the university level. Traditional teaching methods often fail to provide sufficient motivation and do not enable students to successfully transform declarative grammatical knowledge into procedural oral skills. The aim of this study is to evaluate the impact of gamified digital activities on student engagement and the acquisition of French grammatical structures (imperfect tense, subjunctive mood, active and passive voice) in a university educational context. The leading method of the research was a convergent mixed-methods design (quantitative and qualitative analysis), which included a 14-week pedagogical intervention involving 26 linguistics students at Novosibirsk State Technical University. The gamified platforms Wordwall (Spin the Wheel), Baamboozle, and Quizlet were used during the classes. Data collection was carried out through pre- and post-tests, a 24-item engagement questionnaire on a 5-point Likert scale, open-ended questions (Yandex Forms), and classroom observation. The main results of the study demonstrate a significant improvement in academic performance: all participants achieved maximum scores on the post-test (10/10) with a very large effect size (Cohen's d = 1.37). Gamification-specific engagement was the strongest predictor of learning outcomes (β = 0.48), explaining 62% of the variance in post-test scores. Students demonstrated high levels of behavioural (4.2/5), emotional (4.0/5), and social engagement (4.3/5). Thematic analysis of qualitative data revealed four main themes: positive affective response (52%), interactivity and novelty (40%), listening comprehension and grammar difficulties (32%), and suggestions for improvement (24%). The theoretical significance of the work lies in deepening the understanding of the mechanisms by which gamification influences multidimensional student engagement in the context of learning French, thereby complementing existing research that is predominantly focused on English. The practical significance consists in the development of six concrete recommendations for university instructors on implementing gamified activities in the educational process, including principles of instructional sequencing, multi-platform integration, and attention to learner choice.

The development of national identity and citizenship among schoolchildren is becoming an important pedagogical task, actualized in Russian language and literature lessons in the context of modern socio-cultural changes and a general decline in interest in reading. This article is devoted to the study of the potential of project-based learning in Russian language and literature lessons for solving this problem. The purpose of the study is to test a didactic framework for project-based learning aimed at developing national identity and citizenship among eighth-graders and to assess its effectiveness in a comprehensive regional school. The research relies on personal activity-oriented and culturological approaches. Methods of theoretical analysis, pedagogical design, pedagogical experiment, qualitative and quantitative data analysis, surveys, and focus groups were used. Diagnostics of national identity was carried out using the “Who Am I” test in the modification of T.V. Rumyantseva. Eighth graders of “Gymnasium No. 1” in Novosibirsk (NEG = 36) took part in the module testing. Preliminary and post-diagnostics revealed an increase in the “National Identity” category in the identity portrait of students by 4.2% for girls and 6.9% for boys. An expansion of ideas about Russian and regional self-identification was noted. It was found that 79% of students absolutely agree that they achieved the planned learning outcomes at the end of the module. The focus group analysis confirmed a positive perception and awareness of the significance of the acquired experience. The tested didactic concept of project-based learning, based on a culturological approach, demonstrated effectiveness in the development of national identity and citizenship among eighth-graders. 79% of students expressed complete satisfaction with the proposed module. The research contributes to the development of the theory of teaching Russian language and literature by deepening the understanding of the opportunities of project-based learning and the cultural approach in the development of national identity and citizenship. It expands the theoretical base in the field of didactics, offering a framework for designing modules aimed at the development of value orientations and active civic positions of students. The results of the research can be used by Russian language and literature teachers, methodologists, and developers of educational programs to create and implement effective modules aimed at the development of national identity and citizenship among schoolchildren. The expediency of the concept further implementation for coordinated learning and education of responsible citizens with a clear and stable self-identification is emphasized.