International Journal of Philology

Exchange as a means of effective foreign language learning

Kateryna Kudryk, Tamara Lazarenko
Download article
Abstract

The aim of the study was to identify the characteristics of the student exchange method for learning foreign languages, namely English and German, in Ukraine, taking into account its impact on students' language competence. The methodology included such methods as a comparative analysis of the Erasmus+ and Deutscher Akademischer Austauschdienst exchange programmes, as well as an analysis of digital technologies such as Coursera, Khan Academy, EdTech, Tandem, and Speaky to improve the quality of learning and provide additional tools for language immersion, practical exercises, and communication between students and native speakers. It was found that the difference between the Erasmus+ and Deutscher Akademischer Austauschdienst programmes in the study of grammar lies in their approaches to integrating grammatical topics into the learning process. The Erasmus+ programme places greater emphasis on the communicative method, which focuses on using language in real-life situations and allows students to improve grammatical skills through context. Meanwhile, the Deutscher Akademischer Austauschdienst programme, although it employs a communicative approach, places more emphasis on the grammar-translation method, which involves a detailed study of grammatical rules and their application through translation and text analysis. The impact of academic mobility on students’ adaptability, their ability to quickly master new material, and their capacity to use the language in authentic communicative situations was examined. Exchange, as a method of effective foreign language learning, proved successful due to the combination of theoretical knowledge with practical tasks, which contributed to the development of intercultural communication. Students who participated in exchange programmes achieved better test results, overcame language barriers more rapidly, and demonstrated a higher level of academic success, confirming the effectiveness of combining traditional learning with practical experience. The practical significance of this work lies in substantiating student exchange as a method of foreign language acquisition and in developing recommendations for integrating traditional learning with practical tasks and digital technologies to enhance students’ language competence

Keywords

educational process; international mobility; cultural exchange; intercultural competence; digital technologies

Suggested citation
Kudryk, K., & Lazarenko, T. (2025). Exchange as a means of effective foreign language learning. International Journal of Philology, 16(1), 23-41. https://doi.org/10.31548/philolog/1.2025.23
References

[1] Altinay, F., Bahcelerli, N.M., Sharma, R.C., & Atamturk, N. (2024). Learning life skills through multicultural exchange: An examination of prospective English language teachers’ experiences. Turkish Online Journal of Distance Education, 25(3), 294-309. doi: 10.17718/tojde.1356342.

[2] Bugrova, T. (2023). Annual report of the rector 2023. Retrieved from https://knu.ua/pdfs/zvit/zvit-rektora-2023.pdf.

[3] Cantez, K., & Atar, C. (2021). Investigating the contribution of the European Union Erasmus+ youth exchange project to foreign language learning. Eurasian Journal of Applied Linguistics, 7(1), 259-276. doi: 10.32601/ejal.911281.

[4] Cutrim Schmid, E., Cvetkovic Kienle, A., & Şahin, H. (2023). Virtual exchanges as authentic scenarios for integrating a plurilingual perspective into EFL teaching and learning. Language Learning Journal, 51(4), 544-558. doi: 10.1080/09571736.2023.2227854.

[5] Dooly, M. (2022). Language teaching, language learning, and virtual exchange in an age of complexity. International Journal of Computer-Assisted Language Learning and Teaching, 12(3), 1-18. doi: 10.4018/IJCALLT.316459.

[6] Dooly, M., & Vinagre, M. (2022). Research into practice: Virtual exchange in language teaching and learning. Language Teaching, 55(3), 392-406. doi: 10.1017/S0261444821000069.

[7] Ene, E., Allen, M., & McIntosh, K. (2022). Building internationalized spaces: Second language perspectives on developing language and cultural exchange programs in higher education. Ann Arbor: University of Michigan Press. doi: 10.3998/mpub.11762571.

[8] Exchange programs: What they are and why they are important for Ukrainian youth. (2023). Retrieved from https://surl.li/hoablo.

[9] Gelen, I., & Tozluoglu, E. (2021). Evaluation of online language exchange platforms: The example of “Free4Talk”. International Journal of Progressive Education, 17(2), 352-368. doi: 10.29329/ijpe.2021.332.22.

[10] Gijsen, L., Canto, S., & Jauregi-Ondarra, K. (2024). Virtual exchange as a tool for intercultural communicative competence development in contemporary foreign language education. In R. Hampel & U. Stickler (Eds.), The Bloomsbury handbook of language learning and technology (pp. 257-271). London: Bloomsbury Publishing.

[11] Halim, A., Bakri, F., Hasbi, M., Mahmud, M., & Halim, N.M. (2024). Creating a learning style map for English as a foreign language student to discover effective study methods. Journal of Education and Learning, 18(3), 762-772. doi: 10.11591/edulearn.v18i3.21798.

[12] Heinzmann, S., Ferris, C., Roderer, T., & Ehrsam, K. (2024). Student exchange in primary and secondary education and its effect on language gains, intercultural competence and language learning motivation: A systematic review of research in the European context. International Journal of Multilingualism, 22(2), 783-821. doi: 10.1080/14790718.2024.2331609.

[13] Hossain, K.I. (2024). Reviewing the role of culture in English language learning: Challenges and opportunities for educators. Social Sciences & Humanities Open, 9, article number 100781. doi: 10.1016/j.ssaho.2023.100781.

[14] Ibrahim, H.B. (2022). Review of Project-based language learning and CALL: From virtual exchange to social justice. CALICO Journal, 26(1).

[15] Kopczynski, K., & Silvia, C. (2024). Challenges of teaching foreign languages in an asynchronous setting. Creative Education, 15(7), article number 157079. doi: 10.4236/ce.2024.157079.

[16] Luo, H. (2023). Teaching Chinese language and culture through Chinese-American virtual exchange: A pedagogical reflection. Journal of Chinese Language Teaching, 14(2), 76-92.

[17] Mačičková, N.L., & Kováčiková, E. (2024). Virtual exchange among pre-service teachers of English as a foreign language: Literature recommendations for practice. Journal of Infrastructure, Policy and Development, 8(13), article number 9450. doi: 10.24294/jipd9450.

[18] Marden, M.P., & Herrington, J. (2020). Collaborative foreign language learning practices and design principles for supporting effective collaboration in a blended learning environment. Educational Media International, 57(4), 299-315. doi: 10.1080/09523987.2020.1848511.

[19] McGury, S., & Klosinski, R. (2024). Virtual exchange in teacher training and the foreign language classroom: Global competence skills and development in an interdisciplinary pilot. In A. Slapac & C.A. Huertas-Abril (Eds.), Encouraging transnational learning through virtual exchange in global teacher education (pp. 216-235). London: IGI Global. doi: 10.4018/978-1-6684-7813-4.ch010.

[20] Mrowa-Hopkin, C. (2022). An analysis of skype exchanges for promoting intercultural learning and understanding among university language students. Journal of Intercultural Communication, 22(1), 92-108. doi: 10.36923/jicc.v22i1.30.

[21] Nabeshima, Y. (2024). Japanese language education for short-term exchange students: How it adopts the CEFR? In S. Kondo, Y. Sengoku, R. Nakano & A. Okada (Eds.), International student mobility in Japan higher education in the era of the new normal (pp. 77-97). London: Routledge. doi: 10.4324/9781003436898.

[22] National University of Water and Environmental Engineering. (n.d.). International mobility. Retrieved from https://nuwm.edu.ua/mizhnarodna-diialnist/mizhnarodna-mobilnist.

[23] Okumura, S. (2024). Enhancing intercultural language learning through virtual exchange and technology-mediated task-based language teaching: A case between Japanese and Australian primary schools. In R. Vurdien & W. Chambers (Eds.), Technology-mediated language learning and teaching (pp. 61-92). London: IGI Global. doi: 10.4018/979-8-3693-2687-9.ch003.

[24] Orsini-Jones, M. (2023). Virtual exchange as a transformational third space for English language teacher education: Discussing project ViVEXELT. International Journal of Computer-Assisted Language Learning and Teaching, 13(1), 42-61. doi: 10.4018/IJCALLT.334712.

[25] Palamar, S., Brovko, K., & Semerikov, S. (2023). Enhancing foreign language learning in Ukraine: Immersive technologies as catalysts for cognitive interest and achievement. Information Technology and Implementation, 20, 69-81.

[26] National University “Yuri Kondratyuk Poltava Polytechnic”. (2024). “Academic mobility is easy!”: Polytechnic students share their successful experience of participating in exchange programmes in EU countries. Retrieved from https://surl.li/qlbocc.

[27] Potolia, A., & Derivry-Plard, M. (2022). Virtual exchange for intercultural language learning and teaching: Fostering communication for the digital age. London: Routledge. doi: 10.4324/9781003024620.

[28] Rienties, B., & Rets, I. (2022). The impact of virtual exchange on East-West social relations: Lessons from a China-Portugal foreign language exchange. Journal of China Computer-Assisted Language Learning, 2(1), 1-19. doi: 10.1515/jccall-2021-0003.

[29] Salomão, A.C. (2022). Foreign language communication in virtual exchanges: Reflections and implications for applied linguistics. International Journal of Computer-Assisted Language Learning and Teaching, 12(3), 1-14. doi: 10.4018/IJCALLT.307061.

[30] Sarnovska, N., & Rybinska, Y. (2023). Foreign language as a tool for preserving and transmitting national Ukrainian cultural values in the context of intercultural communication during the war. Issues in Cultural Studies, 42, 66-74. doi: 10.31866/2410-1311.42.2023.293705.

[31] Sielanko-Byford, E., & Zielińska, J. (2024). Promoting linguistic and cultural diversity in foreign language teacher education: Good practices and effective solutions. Neophilolog, 62(1), 139-154. doi: 10.14746/n.2024.62.1.9.

[32] Strutynskyi, R. (2019). Over 4,000 Ukrainian students and teachers took part in Erasmus+. Retrieved from https://24tv.ua/education/ponad_4_tisyachi_ukrayinskih_studentiv_ta_vikladachiv_vzyali_uchast_v_erazmus_n1250677.

[33] Svyrydova, L., & Ameridze, O. (2023). Virtual exchange projects to enhance cultural, language, and digital competencies of technical students. In Z. Kornieva (Ed.), Proceedings of the I international scientific conference “Virtual exchange for teaching and learning: Crossing borders without travel” (pp. 83-86). Kyiv: Igor Sikorsky Kyiv Polytechnic Institute.

[34] Tătaru, O., & Visan, I.R. (2023). Functional exchanges and context in point of the English language as “lingua franca”: Case study agenda-setting concept. UOC Filosofia, 34(1), 366-377. doi: 10.61801/UOCFILO.2023.1.22.

[35] Topaz, B., Waldman, T., & Schwab, G. (2023). Inter- and transcultural experience among future foreign language educators: International virtual exchange between teacher training institutions. In A. Böhmer, G. Schwab & I. Isso (Eds.), Digital teaching and learning in higher education: Culture, language, social issues (pp. 99-116). Bielefeld: Transcript Verlag. doi: 10.1515/9783839462768-006.

[36] Torres Zuñiga, L., & Söğüt, S. (2024). Using intercultural virtual exchange to promote critical pedagogy practices of English language teachers. In A.F. Selvi & C. Kocaman (Eds.), International perspectives on critical English language teacher education: Theory and practice (pp. 217-222). London: Bloomsbury Academic. doi: 10.5040/9781350400351.ch-28.

[37] Wardak, M. (2024). It’s Tandem, not Tinder! Interrogating authenticity and trustworthiness of language exchange applications in adult learners: A Central Asian and Middle Eastern perspective. World Journal of English Language, 14(2), 293-309. doi: 10.5430/wjel.v14n2p293.

[38] Zhou, A. (2023). Investigating the impact of online language exchanges on second language speaking and willingness to communicate of Chinese EFL learners: A mixed methods study. Frontiers in Psychology, 14, article number 1177922. doi: 10.3389/fpsyg.2023.1177922.