ИСТИНА

Nowadays, social networks are considered to be not only a means for personal communication but also a platform for language learning. The VKontakte (VK) social network proved to be very popular among Russian university students. Due to this popularity, it was used for online learning during coronavirus lockdown. The recent investigations on social networks in the area of foreign language teaching and learning confirm that social networks (Facebook, VK, etc.) enable an extension of the learning environment and help to develop students’ competences and skills. Writing skills are significant in students’ academic lives and these skills are indispensable for future professionals. However, due to the limited number of class hours, it is hard to organize proper academic writing practice in a traditional classroom. One way to solve this problem is to move the process of teaching academic writing to the virtual environment. The aim of this study is to identify the impact of the VK social network on developing students’ academic writing skills in the discipline of English for professional purposes. The study was conducted with the second-year bachelor students of the Art Department of Moscow Pedagogical State University and lasted for a spring semester. The participants of the study were divided into an experimental group and a control group. The control group had traditional classes in the classroom. The online course on the VK platform was organized for the experimental group. The algorithm of developing students’ academic writing skills in the online learning environment on the VK platform consisted of three stages (preparatory, procedural, and analytical-reflective). At every stage, we assessed a set of academic writing skills that students were expected to develop. To collect and analyze the data we used qualitative and quantitative methods. Before the first stage, we administered a pre-test of general language knowledge to students of both groups and a questionnaire to find out their attitude to social networks as platforms for online learning. At the end of the course, a post-test was administered. Comparative analysis of the experimental group and control group has been conducted to see what impact the VK social network had on the development of students’ academic writing skills. The findings prove that the algorithm helps to develop students’ academic writing skills gradually from lexical skills to cognitive skills, then contextual skills and reflective skills. The qualitative analysis revealed that the students of the experimental group developed productive academic writing skills more successfully than the students from the control group. The results confirmed the positive effects of the VK social network on developing students’ academic writing skills and proved its pedagogical value for foreign language teaching and learning. Based on this more guidelines for using different digital tools might be elaborated.