Intercultural approach to teaching academic writing in English: integration of game modeling

Abstract

In the context of globalization and international communication, intercultural competence has become an essential component of English language education. Modern universities aim not only to teach linguistic accuracy but also to develop students’ ability to express ideas appropriately within diverse cultural and academic contexts. Academic writing in English, therefore, requires more than grammatical knowledge — it demands awareness of cultural conventions, rhetorical patterns, and communicative norms that vary across cultures.
Traditional methods of teaching academic writing often focus on structural and formal aspects of text organization, leaving limited space for intercultural reflection and communicative creativity. As a result, students may struggle to adapt their writing to intercultural academic settings, such as international conferences, journals, or collaborative research projects. To overcome these limitations, educators are increasingly turning to innovative methods that engage students in authentic and interactive learning environments.
One of the most effective modern approaches is game modeling, which integrates elements of simulation, role-play, and gamification into the learning process. By modeling real-life intercultural situations — such as academic discussions, debates, and project collaborations — students can practice writing tasks in meaningful contexts. This approach not only enhances motivation and engagement but also helps learners develop deeper cultural sensitivity and communicative flexibility.
The purpose of this study is to explore the integration of game modeling within the intercultural approach to teaching academic writing in English. The article aims to identify how game-based activities can contribute to forming intercultural awareness, improving writing competence, and fostering collaboration among university students. It also discusses methodological principles and pedagogical implications for implementing game modeling as a tool for intercultural academic writing instruction.