DIGITAL TOOLS FOR TEACHING ENGLISH-LANGUAGE ACADEMIC WRITING TO HIGHER EDUCATION STUDENTS

Abstract

The article examines the integration of digital technologies into the teaching of academic writing in foreign languages in higher education, evaluating the challenges and opportunities arising in contemporary university programmes. The focus is on using digital platforms and resources–including Grammarly and Hemingway Editor, automated text-checking systems, bibliographic management tools (such as Zotero), online LaTeX editors (Overleaf), virtual learning environments such as Moodle, interactive content creation tools like H5P, and artificial intelligence applications (ChatGPT)–to enhance learners’ writing skills and develop their academic competence. The impact of digital innovations on motivation, learner autonomy, and opportunities for personalised learning is analysed.Key barriers to technology implementation are considered, including inequality of access to resources, the digital divide, limited user training, and risks of excessive reliance on automated systems. Ethical aspects of employing digital tools and artificial intelligence in academic writing are addressed, emphasising the importance of maintaining academic integrity and fostering critical thinking.The research is grounded in contemporary pedagogical approaches, empirical observations, and the outcomes of implementing digital tools within international educational projects (such as ERASMUS+ DigiFLEd Modernization of University Education Programmes in Foreign Languages by Integrating Information Technologies), demonstrating the effectiveness of combining traditional methods with technology-enhanced learning models. Based on the findings, practical recommendations are provided for modernising academic writing programmes, enhancing learners’ digital skills, integrating innovative approaches into curricula, and creating a contemporary and effective educational environment.