STRATEGIES FOR ENHANCING WRITING SKILLS IN ONLINE LANGUAGE SETTINGS: FOCUS ON ADAPTATION, SUPPORT, AND ASSESSMENT

Abstract

The proliferation of online education has created both challenges and opportunities for improving language learners’ writing skills. This study explores pedagogical strategies for adapting, supporting, and assessing writing instruction in online environments for fourth-year undergraduate pre-service English language teachers at the Kazakh National University. Utilizing a qualitative research design, the study analyzes survey data from language instructors to understand their experiences with pedagogical strategies aimed at enhancing their students’ writing abilities. The findings indicate that breaking content into manageable modules, applying experimental knowledge-building techniques, and using multimedia tools can effectively support writing instruction. The study also emphasizes scaffolding techniques such as adaptive learning systems, collaborative annotation, and the Zone of Proximal Development, which promote learners’ independence and engagement. For assessment, the research indicates that rubric-based evaluations, digital portfolios, and gamified tasks help improve clarity and motivation. The conclusions include recommendations for professional development, upgrading technological infrastructure, and deploying culturally relevant teaching materials to enhance online writing pedagogy in Kazakh higher education. These insights offer a framework for language educators and institutions to refine digital writing instruction, address local challenges, and meet international standards.