This article explores the theoretical and methodological foundations of applying advanced foreign technologies for the development of writing skills in non-philological higher educational institutions. It delves into key aspects such as cognitive approaches to writing, sociocultural theories of literacy, communicative language teaching, computer-assisted writing instruction, and online writing platforms. The article discusses the potential benefits of adaptive learning platforms, multimodal writing, gamification, and virtual writing communities. It also highlights the importance of aligning writing instruction with industry expectations, leveraging data analytics and learning analytics, and considering accessibility, inclusivity, and ethical considerations. The article emphasizes the need for ongoing professional development, collaboration with language centers and writing support services, and research and evaluation. By understanding these theoretical and methodological foundations, educators can effectively integrate advanced foreign technologies to enhance writing instruction and prepare students for effective written communication in various contexts.

advanced foreign technologies, writing skills, non-philological higher education, cognitive approaches, sociocultural theories, communicative language teaching, computer-assisted writing instruction, online writing platforms, adaptive learning, multimodal writing, gamification, virtual writing communities, industry expectations, data analytics, learning analytics, accessibility, inclusivity, ethics, professional development, collaboration, research and evaluation.

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