This article examines the theoretical foundations of applying Learning Management Systems (LMS) — Moodle and Google Classroom — in developing academic writing skills among future Russian language teachers. Based on a comparative analysis of both platforms’ didactic potential, key methodological techniques for effective LMS integration in Russian academic writing instruction are identified: modular course design, structured peer review via the Moodle Workshop module, learner activity analytics, and collaborative text editing in Google Docs. The necessity of a hybrid model combining the affordances of both platforms is substantiated, and practical recommendations for designing LMS-based academic writing courses aligned with the IMRAD format are provided.
The Use of LMS Platforms (Moodle And Google Classroom) In Teaching Academic Writing to Future Russian Language Teachers
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