VIRTUAL EXCHANGE IN ENGINEERING EDUCATION: FROM INTERNATIONAL COLLABORATION TO THE PURPOSEFUL DEVELOPMENT OF FOREIGN LANGUAGE COMMUNICATIVE COMPETENCE
DOI:
https://doi.org/10.31110/2616-650X-vol14i2-009Keywords:
virtual exchanges; engineering education; foreign language communicative competence; linguistic mediation; intercultural communicationAbstract
The article provides a comprehensive analysis of the impact of virtual exchanges on the development of future engineers' foreign language communicative competence (FLCC) in the context of the globalization of professional activities. The author argues that traditional approaches to foreign language teaching in technical universities often overlook linguistic mediation as a pedagogical objective, which limits engineers’ ability to explain complex technical solutions to non-specialists and to collaborate effectively in multicultural teams. The scientific novelty of the study lies in the comparative analysis of the classical communicative competence model by Canale and Swain and the intercultural communicative competence (ICC) model by Michael Byram, as well as in the conceptual clarification of FLCC as an integrated system of knowledge, skills, abilities, and attitudes rather than a set of separate applied competencies. Based on the analysis of practical experience in virtual exchange projects, the article describes key forms through which foreign language communicative competence is realized in engineering education, including technical mediation, intercultural discursive problem-solving, and communicative resilience. These are interpreted not as independent components of FLCC, but as observable manifestations of a well-formed communicative competence in professional and intercultural contexts. The findings confirm that virtual exchanges increase engineering students' communicative confidence, strategic awareness, and adaptability by modeling authentic conditions of international professional collaboration. The article also offers methodological recommendations for organizing virtual exchanges, including the use of mixed international teams, project-based tasks, and structured reflective practices.
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