Abstract:
COVID-19 pandemic forced the entire world community to reconsider its educational learning
strategies. Modern Information and Communication Technologies have provided the mastery of
writing skills by philology students during distance learning. Writing skills are acquired in writing
texts of different genres: primary, written without the resource literature, and secondary, written
by students based on primary sources. Interactive activities based on Internet resources enabled
creating a virtual learning environment for mastering the second language written communication.
This study analyzes various interactive activities on the Internet and suggests division into two
groups: educational and controlling interactive activities. The study aims to define the
effectiveness and methodological characteristics of the interactive activities to optimize the writing
skills mastering during lockdowns. It presents the stages of text writing for users of the A2
language level. The paper gives examples of interactive activities based on communicative
situations that teach to write a text at a sentence, paragraph, and text level. It also determines their
goal, techniques, ways of control, and benefits of using such exercises for self-study of writing
skills. The study concludes with recommendations of using communicative cases and activities to
improve mastering written communication.
