The rapid expansion of digital communication tools has created new opportunities for integrating authentic writing practice into philology curricula. Among these tools, language exchange platforms—often referred to as e-tandem, telecollaboration, or virtual exchange—offer rich environments for authentic written interaction with speakers of other languages. This article examines how such platforms can support the development of philology students’ writing competence. Using a narrative literature review of key works in sociocultural theory, computer-assisted language learning (CALL), second language writing, and telecollaboration, it synthesizes theoretical foundations and empirical findings, and proposes a five-stage pedagogical model for curriculum integration. Results indicate that language exchange platforms foster writing fluency, intercultural competence, pragmatic awareness, autonomy, and motivation, provided that tasks are carefully designed and supported by teacher guidance. The article concludes that integrating writing into language exchange platforms should be seen as an essential innovation in contemporary philology education.

philology students, writing skills, language exchange platforms, telecollaboration, e-tandem, CALL, academic writing

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