Global digitalization processes of educational environment, which are currently taking place, require to develop new techniques for teaching Ukrainian as a foreign language. This research presents the results of experimental implementation of storytelling technique into the process of language education of foreign non-philological specialities students in Ukrainian higher education institutions. Due to the specific pedagogical conditions of teaching foreign students, the authors developed and tested an algorithm of using the modified storytelling technique, adapted to the pedagogical realities in Ukrainian language and educational environment. There are three stages of the developed experimental model, implemented during online Ukrainian practical classes to foreign non-philological specialities students with different levels of language proficiency, from Beginner to Intermediate, in different Ukrainian higher education institutions. The methodological experiment, observational and diagnostic methods, quantitative and qualitative comparative methods as well as descriptive methods showed that the modified storytelling technique was effective for developing monological speaking skills. Besides, the previous authors’ hypothesis was also confirmed by the use of teaching aids, described in the article, such as: converged texts, created with due account for the specific requirements to structural and semantic content as well as presentation format, focused on features of modern students with clip thinking and on general educational processes; system of iterative questions; and digital teaching aids. The results of the research showed that the modified storytelling technique, firstly developed within the theory of teaching Ukrainian as a foreign language, should not be used not as the main method for teaching foreign non-philological students of higher education.

The characteristic aspects of learning a foreign language require special resources and tools for online learning. Criteria for choosing educational platforms depend on the key elements of an academic subject area. Microsoft Teams (hereafter, MT) educational platform is considered to be a competitive one because it meets most of the needs that arise during the formation of a secondary linguistic persona. Due to a large number of enterprise programs, there is a successful acquisition of language skills and the implementation of all types of oral activities for students. A significant MT advantage is the constant analysis and monitoring of participants’ needs in the educational process by developers. The article highlights both MT advantages and disadvantages. The attention is drawn to individual programs, which, in the authors’ opinion, are the most successful to learn writing, reading, speaking, and listening, as well as organising classes that meet the needs of modern foreign students.