EMOTIONAL SELF-REGULATION AND DIALOGIC INTERACTION IN DIGITAL RUSSIAN LANGUAGE AND LITERATURE INSTRUCTION IN MULTILINGUAL HIGHER EDUCATION

Abstract

This article examines the psychological and didactic significance of emotional self-regulation and dialogic interaction in digital Russian language and literature instruction in multilingual higher education. The study proceeds from the view that Russian should not be taught merely as a system of grammatical norms, but as a complex communicative field in which textual interpretation, cultural memory, speech choice, interpersonal response, and professional self-expression are formed simultaneously. In digital learning environments, students often face unstable attention, fear of error, evaluative anxiety, increased cognitive load, reduced confidence in oral participation, and fragmented contact with literary meaning. These factors are especially visible in multilingual classrooms, where students move between languages, registers, cultural codes, and academic expectations. The article develops a conceptual instructional model that combines staged digital text work, emotionally safe dialogue, guided close reading, reflective writing, peer discussion, discourse-based tasks, and self-assessment criteria. The proposed approach treats literary text as a psychologically rich communicative situation rather than as a passive reading object. The results show that digital literary materials can strengthen students' speech initiative, interpretive autonomy, cultural sensitivity, self-regulatory habits, and professionally relevant discourse competence when they are supported by careful pedagogical mediation. The article has practical significance for curriculum design, classroom methodology, teacher training, and assessment in Russian language and literature courses taught in non-native and multilingual academic contexts.