Participation of non‑linguistic university students in projects as a motivation factor for developing foreign language communicative competence (based on the example of youth projects in Russia)

Background. This article studies the strategy of training foreign language communicative competences among students of non‑linguistic institutes on the basis of building the English‑speaking environment (close to the natural one). The article describes the experience of the КрасWorld project, which was implemented by SibFU students as a part of the Твой Ход Russian Student Project on the basis of SibFU as well as the participation of SibFU students in the Eurasia Global International Youth Forum in terms of motivation for learning the English language as an intermediary language. The article offers student feedbacks on these projects, which reveal a positive impact of such events on the development of students' foreign language communicative competences and motivation to further study of the English language. Purpose. To identify the contribution of project activities (international projects) for increase of motivation to a foreign language learning (English) among students of non‑linguistic universities. Materials and methods. The article is based on the experience of SibFU students in project management activity: the КрасWorld project, implemented as a part of the Твой Ход Russian Student Project and the Eurasia Global International Youth Forum. The results of the КрасWorld project were presented within the framework of the Твой Ход‑2024 Russian Student Project. The comments on the КрасWorld project were posted on the social networks of the project (КрасWorld Telegram‑channel; КрасWorld VK). The direct sampling method was used to select the comments related to the training of foreign language communicative competences. Results. International projects create the need for communication between representatives of different countries, thereby creating an environment close to a natural English‑speaking environment that encourages students to communicate formally and informally in English. It contributes to effective receptive (reading, listening skills) and productive (speaking, writing skills) training.