IMPROVING STUDENTS’ WRITING SKILLS UNDER DIGITALIZATION THROUGH THE DIGITAL PROCESS-BASED WRITING METHOD (DPBWM)

Abstract

The deep integration of digitalization into contemporary education necessitates the development of fundamentally new methodological platforms for shaping and improving students’ writing skills in foreign language instruction. Digital writing environments differ substantially from paper-based practices due to their multimodal, interactive, and dynamic nature. Multimodality enables learners to express meaning not only through linguistic units but also through visual, graphic, audio, and hypertext elements, while interactivity supports real-time communication, exchange of ideas, and collaborative writing. Building on contemporary research emphasizing the cognitive and metacognitive benefits of digital writing (e.g., increased analytical thinking, reflective practice, and monitoring strategies), this article proposes and conceptualizes the Digital Process-Based Writing Method (DPBWM) as an integrative pedagogical construct that combines the process-based writing paradigm with digital educational technologies. DPBWM operationalizes writing as a cyclic and managed process (planning–drafting–peer review–revising–publishing) supported by digital platforms, AI-assisted feedback tools, and e-portfolio evidence-based monitoring. The article describes the method’s modular structure, its didactic functions, and an experimental design for empirical validation using diagnostic testing, content analysis of students’ texts, continuous digital monitoring, and statistical procedures (Student’s t-test, ANOVA). The findings and discussion substantiate that DPBWM strengthens learners’ linguistic, cognitive, communicative, and metacognitive competences through structured iterative writing, accelerated feedback, and reflective tracking of progress.