Feedback in teaching reading and writing in English to university students

the article is aimed at studying the problem of providing quality feedback to improve skills in summarising in writing in English, which is one of the key academic skills. In the context of lifelong education, the relevance of the study is determined by the need to provide students with a constructive feedback to overcome the problems, as well as to motivate students. The purpose of the study is to compare the results of providing feedback with the use of ICT and the ones yielded through the traditional approach. The study was carried out using the following theoretical methods: review of academic and methodological literature, analysis, synthesis, study of teaching experience, as well as the method of educational experiment. Teaching second-year non-linguistic students to write in English was organized with the use of Write & Improve, a digital tool with internal (information about individual results is sent to each student) and external (students’ digital footprint available to the lecturer) feedback. In ICT-based training, students received written feedback both from the digital tool (internal feedback) and from their lecturer through the same electronic resource, while in the traditional approach the feedback was provided only from the lecturer in the form of written and oral comments. The study confirmed the efficiency of using an electronic resource with internal feedback. According to the criteria listed in the Common European Framework of Reference for Languages (CEFR), the students achieved higher results in processing text in writing in English when studying with a digital tool rather than in the traditional approach. The article suggests the following ad-vantages of using the electronic resource: objective assessment of students’ written texts according to the CEFR scale, possible individualization of the pedagogical impact, and the opportunity to intensify extracurricular work of students and save time.