THEORETICAL BACKGROUND OF VIRTUAL EXCHANGE

The article presents an overview of the theoretical foundations of virtual exchange or telecollaboration as a practice implemented through computer-mediated communication, with the help of which there is interaction between people located in remote areas. From the point of view of learning foreign languages, it is a powerful tool that involves the formation of a number of competencies, in particular, intercultural and communicative ones. In addition, virtual exchange is considered a cost-effective way of language learning that can replace physical mobility programs. In recent years, models of virtual exchange within the framework of the Lingua Franca approach have developed in response to important global issues. There are two styles of communication in virtual exchange: synchronous, which occurs in real time, and asynchronous, which occurs with a time delay. Also, this article examines three types of pedagogical mentoring, which are designed to guide and coordinate the interaction and cooperation of students during virtual exchange sessions. Mentoring practice in the course of preparation for the event is aimed at anticipating and mitigating potential problems that may arise in the process of virtual interaction. Mentoring during a virtual exchange event includes a variety of practices, such as mentoring on technical issues, role rotation, collaboration, asking for clarification, discussing content, linguistic and telecollaborative adaptability, etc. Pedagogical mentoring observed after the video conference aims to survey students about their acquired experiences and conclusions, which can be informative for coordinators to review and take into account to improve further virtual interaction.