DEVELOPING WRITTEN DISCOURSE SKILLS VIA E-LEARNING PLATFORMS: A LINGUISTIC PERSPECTIVE

Abstract

The rapid integration of e-learning platforms into language education has significantly transformed the development of written discourse skills among foreign language learners. This study examines the linguistic effectiveness of e-learning platforms in fostering written discourse competence, with particular attention to coherence, cohesion, lexical diversity, and grammatical accuracy. Drawing on principles from applied linguistics and second language acquisition, the research explores how digital tools such as learning management systems, collaborative writing applications, and automated feedback mechanisms influence learners’ writing processes and outcomes. A mixed-methods approach is employed, combining quantitative analysis of learners’ written texts with qualitative data obtained from learner reflections and instructor feedback. The findings suggest that e-learning platforms provide substantial advantages, including increased exposure to authentic input, opportunities for iterative drafting, and immediate corrective feedback, which collectively support the development of written discourse skills. However, the study also identifies limitations related to overreliance on automated feedback, reduced contextualized interaction, and challenges in developing pragmatic and genre-specific writing competence. From a linguistic perspective, the results highlight the importance of pedagogically guided digital environments that balance technological affordances with explicit instruction and meaningful interaction. The study contributes to ongoing discussions on digital writing pedagogy and offers practical implications for designing effective e-learning-based writing instruction in foreign language education.