Keyword: «ai technology»

The relevance of this article stems from the importance of academic writing in English as a key skill for modern postgraduate students who face challenges in writing scientific texts. This underscores the need to develop effective training modules. The aim of this article is to describe the experience of teaching postgraduate non-linguistic students majoring in humanities to write abstracts, theses, and articles in English while mastering academic writing and developing digital literacy within a specialized training module. The study involved 49 postgraduate students at Petrozavodsk State University. It utilized conceptual and systemic analysis of existing theories and approaches to teaching academic writing and developing digital literacy, observation, experimental learning, and expert evaluation. The experimental learning showed that all participants mastered abstract writing in English (100%). Meanwhile, the success rate for theses writing was 63%. Only 30.6% of respondents succeeded in writing a scientific article. During the course of study in this module, postgraduate students demonstrated improvement in writing abstracts (the average score increased by 1.4 points) and theses (by 1.0 point). In article writing, the improvement was only 0.4 points. The results indicate a reduction in the degree of "Russian accent" when writing scientific texts of varying complexity. However, the greatest difficulties remain in aspects of the structure and logic of scientific article presentation. The data obtained confirm an overall improvement in postgraduate students' skills and knowledge in digital literacy, with an increase in the average score of 1.4 and a mode value of 1.7 points. The scientific novelty of this study lies in the development and implementation of an integrated module on academic writing in English, based on digital literacy skills, in a preparatory course for the Candidate exam. The study emphasized the importance of using ICT in teaching academic writing. Its theoretical significance lies in expanding understanding of methods and approaches to teaching academic writing in English. It confirms the need for competency-based and student-centered approaches in the educational process and emphasizes the role of digital technologies in developing academic writing skills. Its practical significance lies in the creation of an effective training module that can be integrated into curricula to improve the quality of postgraduate student training. Furthermore, the study's results can serve as a basis for the creation of additional training courses aimed at developing academic writing skills and digital literacy, thereby enhancing the competitiveness of beginning scientists.