Role-playing games and psychodrama as tools for developing emotional intelligence at the advanced stage of learning Russian as a foreign language
DOI:
https://doi.org/10.33910/1992-6464-2025-216-66-74Keywords:
emotional intelligence, Russian as a foreign language, role-playing games, psychodrama, theatricalization, communicative-interactive approach, communicative competenceAbstract
Introduction. This article examines the role of emotional intelligence in teaching Russian to foreign students. The study offers a summary of the authors’ experience of working with international students at the advanced stage of the Russian as a Foreign Language training, focusing on the use of methods and approaches aimed at developing emotional intelligence as a tool for enhancing intercultural communication skills. Emotional intelligence is presented as the basis for mastering language skills and intercultural communication. The study focuses on the development of methods to form emotional competence, and on integrating the relevant practices to enhance motivation and communicative learning outcomes.
Materials and Methods. This study focuses on methods such as role-playing games, psychodrama, and theatricalization, adapted specifically for the development of emotional intelligence. The authors designed practical tasks aimed at enhancing motivation through creative practices. The study analyzes the impact of these methods on key components of emotional intelligence, including emotion management, empathy, and self-regulation. The research is grounded in contemporary theories of emotional intelligence, notably the Mayer–Salovey–Caruso model.
Results. The study demonstrates the effectiveness of interactive methods (role-playing games, psychodrama, theatricalization) in developing students’ emotional intelligence and its successful integration into the language learning process. Practical tasks with elements of theatricalization and role-playing games increase students’ motivation, develop their ability to empathize and improve their communication skills. These methods contribute to the effective adaptation of students to intercultural communication and form stable skills of emotional response in various communication situations.
Conclusions. The conclusions of the study highlight the significant prospects of using interactive methods (role-playing games, psychodrama, theatricalization) in educational practice. They contribute not only to the development of language skills, but also play an important role in the formation of personal qualities necessary for successful intercultural communication, stimulate the development of students’ emotional intelligence, and increase their motivation to learn.
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