A DIGITAL PROCESS-BASED WRITING METHOD FOR DEVELOPING STUDENTS’ WRITING SKILLS IN FOREIGN LANGUAGE EDUCATION
DOI:
https://doi.org/10.5281/zenodo.18426472Keywords:
digital education, writing skills, process-based writing, DPBWM, collaborative writing, peer review, AI-assisted feedback, e-portfolio, multimodality, academic integrityAbstract
The rapid expansion of digitalization in modern education has generated an urgent demand for innovative methodological frameworks capable of effectively developing students’ writing skills in foreign language instruction. Digital writing environments differ fundamentally from traditional paper-based practices due to their multimodal, interactive, and dynamic characteristics. Multimodality enables learners to convey meaning not solely through linguistic forms but also via visual, graphic, audio, and hypertextual elements, while interactivity facilitates real-time collaboration, idea exchange, and joint text production. Drawing on contemporary research that highlights the cognitive and metacognitive advantages of digital writing—such as enhanced analytical thinking, reflective engagement, and self-monitoring—this article introduces and theoretically substantiates the Digital Process-Based Writing Method (DPBWM).
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