TECHNOLOGICAL APPROACH TO THE FORMATION OF ENGLISH-LANGUAGE ACADEMIC WRITING SKILLS IN STUDENTS OF SOCIAL AND HUMANITARIAN SPECIALTIES

Abstract

The article reveals the theoretical aspects of applying the technological approach to the formation of English-language academic writing skills in students of social and humanitarian specialties in the context of modern trends in higher education. The necessity of shifting from traditional approaches to writing instruction toward technologically structured models that ensure the integrity, manageability, and effectiveness of the educational process is substantiated. It is emphasized that the formation of academic writing skills is not only a linguistic process but also a cognitive, communicative, and research activity aimed at developing critical thinking, academic integrity, and the ability to produce texts in accordance with the norms of international academic discourse. The article presents the technological approach as a methodological basis for developing a model of academic writing instruction, which includes three interrelated stages: motivational and orientational, activity-technological, and reflective-analytical. The leading pedagogical technologies, communicative, reflective, project-based, and problem-oriented, are identified as those ensuring the effective acquisition of genre, structural, and stylistic features of English academic writing. It is demonstrated that the technological approach serves as a foundation for organizational and methodological actions aimed at developing students’ abilities to plan, structure, argue, and edit their own scholarly texts using modern digital tools. A theoretical analysis of the philosophical and pedagogical foundations of academic writing, as well as its role as a means of intellectual communication and representation of scientific knowledge, is conducted. It is substantiated that the implementation of the technological approach contributes to the development of students’ professional-communicative, research, information-digital, and sociocultural competencies, as well as fosters their readiness for intercultural academic dialogue. The proposed ideas have practical value for university instructors, methodologists, and researchers in pedagogy and foreign language teaching methodology, as they provide a basis for developing technological programs and courses in English academic writing tailored to the needs of students in social and humanitarian fields.