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Перегляд Фахові видання БДПУ за Автор "Belmaz, Yaroslava"

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    Developing academic communication skills in english: the role of collaborative writing and peer feedback
    (Berdyansk State Pedagogical University, 2025) Belmaz, Yaroslava; Panchenko, Violetta
    The article examines the role of collaborative writing and peer feedback in the development of academic communication skills in English. In higher education, academic writing plays a crucial role in students’ ability to express ideas clearly, structure arguments effectively, and engage with scholarly discourse. However, many learners face challenges in meeting academic writing conventions, maintaining coherence, and critically engaging with texts. To address these challenges, collaborative writing and peer feedback have gained attention as effective instructional approaches. The study discusses how collaborative writing fosters engagement by encouraging students to negotiate meaning, refine their arguments, and co-construct knowledge. When students work together on writing tasks, they are exposed to diverse perspectives and alternative ways of expressing ideas, which helps them develop a more nuanced understanding of academic discourse. Additionally, peer feedback serves as a valuable tool for improving writing quality by providing students with opportunities to critically evaluate others’ work and reflect on their own writing practices. Engaging in structured peer review allows students to identify strengths and weaknesses in academic texts, enhance their ability to revise effectively, and develop greater confidence in their writing. The authors also address the practical implementation of these methods in academic settings. It highlights strategies for integrating collaborative writing and peer feedback into coursework, as well as potential challenges such as varying levels of student participation and the need for clear guidelines. The findings suggest that these approaches not only enhance students’ academic writing skills but also contribute to their overall ability to engage with academic discourse more effectively.