The article deals with the issues of theory and practice of forming visual culture in students’ personality when digitally mediated foreign language teaching. The authors revealed that due to the rapid cultural situation transition of the new century from the verbal paradigm to the visual one, digital technologies have become so effective in modern educational practices, in particular, in teaching foreign languages, as it is an integral part of the formation process of students’ personality visual culture. The authors offer an extensive definition of the concept of “personality visual culture” as a significant practical value. They define the personality visual culture as a certain area of human culture as a matter of fact, which is responsible for the ability to perceive, analyse, interpret and compare visual images. Historical and philosophical concepts defining the main characteristics of the personality visual culture are described: visual image, visual thinking, visual behaviour. The integration effectiveness of the digital technologies and the students’ personality visual culture formation when teaching foreign languages lies in the cognitive, emotional and behavioural liaison in the class. The authors’ contribution to the research consists in the development and implementation of the students’ personality visual culture formation model in digitally mediated foreign language teaching, as well as a visual course «Français pour les académiciens (French for academics)» ( https://stepik.org/199110 ), aimed at achieving the model’s purpose. It is established that there is a relationship between the use of digital technologies and students’ personality visual culture in the process of teaching foreign languages. The implementation of this process occurs effectively when students are allowed thought and action freedom and consciously perceive the space communicativeness in human relationships.