THE USE OF INTERNET TECHNOLOGIES FOR TEACHING WRITTEN ENGLISH TO INTERMEDIATE LEVEL STUDENTS IN HIGH SCHOOL

Abstract

The article explores the effective use of Internet technologies in developing written English skills among intermediate-level high school students. It highlights how digital tools and online platforms can enhance motivation, engagement, and creativity in the writing process. The study emphasizes the pedagogical advantages of integrating resources such as blogs, collaborative writing platforms, online dictionaries, and grammar applications into English language instruction. The author discusses how Internet-based activities encourage autonomous learning and provide authentic communication contexts that improve students’ linguistic competence. Moreover, the research analyzes the role of teachers in designing interactive writing tasks, guiding peer feedback, and monitoring progress through digital means. The findings suggest that the use of online tools promotes not only grammatical and lexical accuracy but also the ability to express ideas coherently and appropriately in various written genres. Overall, the article concludes that Internet technologies, when applied systematically, create a more dynamic and student-centered learning environment, contributing significantly to the development of writing proficiency and communicative competence in English among high school learners.