Tetiana V. Pryshchepa
PhD in Philology, Associate Professor,
Associate Professor at the Department of English
for Non-Philological Specialties
Oles Honchar Dnipro National University,
Dnipro, Ukraine
e-mail: pettytyrant06@gmail.com
ORCID ID: https://orcid.org/0000-0002-0665-0907
DOI: https://doi.org/10.24195/2616-5317-2026-42.20
SUMMARY
The article provides a theoretical and methodological substantiation of a competence-based model for the formation of academic writing within the system of foreign language training of higher education students. The transformation of the role of writing under the conditions of globalization of the educational space, digitalization of science, and integration of national education systems into the international academic environment is analyzed, and its functions in the structure of professional training of future specialists are determined. The structural components of academic writing competence (linguistic, cognitive, communicative, and research) are substantiated, their content characteristics, levels of integration, and didactic principles of implementation in the educational process are defined. Methodological approaches to teaching academic writing (process-oriented, genre-based, and competence-based) are identified, and pedagogical conditions for its effective formation in a foreign language educational environment are outlined, including interdisciplinary integration, the use of digital educational technologies, the development of academic integrity, and students’ reflective autonomy. It is proved that the integration of linguistic, cognitive, communicative, and research components into a unified model ensures the systematic preparation of students for academic and professional activity in the international context and contributes to the development of strategic autonomy, argumentative thinking, critical information analysis, independent text production, and the creation of academic texts in a foreign language in accordance with international standards of academic communication.
Keywords: academic writing, competence-based approach, foreign language training, academic literacy, cognitive component, research competence.
REFERENCES
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