The Use of Modern Technologies in Developing the Written Speech of English Philology Students

Abstract

This article examines the use of modern technologies in developing the written speech of English philology students. The relevance of the topic is determined by the transformation of higher education, the growth of digital academic environments, and the increasing role of technology-enhanced writing instruction in second-language education. Recent research shows that technology-supported writing development now extends beyond simple word processing and includes automated writing evaluation, corpus tools, collaborative digital platforms, multimodal composing, self-regulation environments, and generative AI-based support. The purpose of the study is to substantiate the pedagogical value of modern technologies in developing the written speech of English philology students and to identify the main methodological conditions under which such technologies become educationally effective. The findings show that modern technologies improve written speech development when they are used not as substitutes for teaching, but as tools for planning, drafting, feedback, revision, corpus-based noticing, collaboration, and reflection. It is argued that technology becomes most productive when it strengthens students’ linguistic awareness, genre sensitivity, autonomy, and revision habits. The article concludes that the integration of modern technologies into writing instruction can significantly enhance the written competence of English philology students, provided that pedagogical guidance, critical use, and alignment with academic goals are maintained.