DEVELOPING INTERCULTURAL COMPETENCE THROUGH ONLINE SPEAKING CLUBS: A CASE STUDY OF INTERNATIONAL VIRTUAL COLLABORATION AT KHERSON STATE UNIVERSITY

Abstract

The article analyses the key aspects of developing intercultural competence among higher education students in the context of global digitalisation and the challenges posed by the Covid-19 pandemic and under martial law in Ukraine. The study focuses on the case of Kherson State University’s implementation of Online Speaking Clubs as an effective tool for international virtual cooperation, Internationalisation at Home (Manning & Marku, 2024), and the development of intercultural competence. The theoretical basis of the study of intercultural communication as interaction between people from different cultural, ethnic, and linguistic backgrounds is grounded in the works of M. Byram, M. Bennett, and D. Deardorff. The objective of the research is to analyse the tools of intercultural communication used in Online Speaking Clubs and to assess their effectiveness in developing various students’ skills. The article describes the methodology for conducting classes, which partially adapts the Story Circles methodology by D. Deardorff. The structure of the sessions is highlighted, including icebreakers, vocabulary activities, mini-group discussions in breakout rooms, and a reflection phase. Special attention is paid to the use of digital platforms and tools, such as Zoom, Miro, Padlet, Mentimeter and Kahoot, which help to create an inclusive, interactive, and informal English learning environment. The Online Speaking Clubs project implementation demonstrates the successful cooperation of Kherson State University with the University of Kent and the University of Arden (Great Britain), which gives Ukrainian students the opportunity to regularly communicate with native speakers and foreign volunteers. The results of the study indicate that participation in clubs helps to increase students’ confidence, overcome language barriers, and develop intercultural awareness, empathy and critical thinking. Furthermore, the role of humour and authentic cultural exchange in reducing anxiety is analysed. Despite the technical challenges posed by the war in Ukraine, the project has proven its effectiveness in supporting students in their studies and in forming “intercultural speakers” capable of successful interaction in the international academic environment. The article offers valuable recommendations for educators on implementing virtual exchanges in higher education.