Teaching academic writing in a foreign language to students of non-linguistic universities through adaptive testing tools

the article positions written communication in a foreign language as a crucial component of modern foreign language education for students of non-linguistic universities in the context of the digital transformation of contemporary society. The identified discrepancies between the requirements of the Federal State Educational Standard of Higher Education for the bachelor's program in the field of study 38.03.01. "Economics" and the corresponding Professional Standard regarding business communication skills in a foreign language have shaped the problem and objective of the study. The aim is to provide a theoretical justification for the significance of academic writing in a foreign language within the process of teaching students of economics foreign language communication. The paper outlines the role of academic writing as a key factor in the development of students’ language skills, critical thinking, and professional identity. It substantiates the necessity of individualizing academic writing instruction and reveals the potential of adaptive testing based on digital technologies. This potential is enhanced by the use of large language models (LLMs), which enable personalized learning trajectories, prompt feedback, and flexible content adjustments tailored to students’ proficiency levels and cognitive characteristics. The theoretical principles presented in the article may be applied in the practice of teaching academic writing to students of non-linguistic universities, particularly in economics-related fields.

writing, academic writing, individualization, adaptive testing, artificial intelligence, large language models