ENHANCING STUDENTS’ FOREIGN-LANGUAGE WRITING SKILLS THROUGH DIGITAL DIDACTIC TOOLS
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Abstract
This study investigates the development of foreign language writing competence in German as a second foreign language among Ukrainian university students through electronic didactic tools. A fourstage methodology was developed and implemented over ten months, integrating classroom and distance learning formats. The methodology incorporated Internet services (email, search engines), Internet resources (video lessons, interactive exercises), graphic files, and multimedia presentations. The four stages included organizational-preparatory, training with model support, productive-creative, and reflective-evaluative phases. Assessment criteria measured five competence components: linguistic, discursive, pragmatic, strategic, and sociocultural. Results demonstrated significant improvement in the experimental group, while the control group showed minimal change. Statistical analysis using chi-square tests confirmed significant differences between groups. The findings validate that systematic use of electronic didactic tools within a structured integrative approach significantly enhances foreign language writing competence, addressing all competence components while promoting learner autonomy and motivation.
How to Cite
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foreign language writing competence, electronic didactic tools, German as a second foreign language, integrative approach, distance learning, digital literacy
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