The Impact of Digital Language Technologies on the Development of Text-Creation Competence of Economics Students in Non-Linguistic Universities

Abstract

The article examines the peculiarities of developing text-creation competence in students of economic specialties through the use of digital language technologies in the modern educational environment. The relevance of the issue is determined by the need to train competitive specialists capable of carrying out professionally oriented foreign language communication and producing semantically accurate, logically structured, and stylistically appropriate texts. It is emphasized that the professional activity of a modern economist is directly connected with the preparation of analytical materials, business correspondence, financial reports, presentations, and professional comments, which requires a high level of text-creation skills. The studyanalyzes scholarly works devoted to the issues of text-creation competence, foreign language communicative training, and the use of digital technologies in professionally oriented education. It is determined that text-creation competence serves as an important indicator of the formation of an individual’s professional competence, as it ensures the ability to engage in effective language interaction within a professional environment. The research substantiates the expediency of using digital platforms, interactive services, and language resources in the professional training of students of economic specialties. It is found that the use of Moodle, Google Classroom, Microsoft Teams, Grammarly, DeepL Write, QuillBot, and other digital tools contributes to the development of skills in logical text structuring, editing, self-monitoring, and reasoned presentation of ideas. Considerable attention is paid to interactive teaching methods, situational tasks, case-study methods, web quests, and collaborative forms of work that ensure the integration of language activity with real professional situations. The article highlights the peculiarities of using authentic media texts and digital analytical platforms in the development of analytical reading and professionally oriented writing skills. It is proved that digital language technologies increase students’ motivation for learning, intensify speech activity, develop critical thinking, and form the ability to adapt a text to a specific communicative situation. The study establishes that, under modern conditions, text-creation competence acquires the features of an integrative professional quality that combines language literacy, digital culture, communicative adaptability, and the readiness of future economists for effectiveintercultural interaction.