With the development of information and communication technologies (ICT), the percentage of their use in educational activities increased. In the past, ICT meant personal computers and interactive whiteboards in the learning process, but now we present more deployed systems for learning (Kornilov, 2018).  

Internet technology has also become an integral part of teaching. In this regard, ICT has begun to shift from Web 2.0 resources, where teacher-student, student-student, or student-student model interaction with an online program takes place in real-time and in an interactive way (Wang, 2009). Web technology and resources are important supports for both synchronous and asynchronous learning (Chou, 2002). These tools and resources are used to develop high school students' academic writing skills in physics classes at the Nazarbayev Intellectual School of Chemistry and Biology in Pavlodar. The NIS Program high school science curriculum (grades 11 and 12) teaching in English, which is the third language of instruction for students. Learning in English gives students an advantage when applying to foreign universities, passing international examinations, and being a competitive graduate both within the state and outside it. Besides, it develops students' academic and scientific, and technical language skills in English.  

This paper will describe how some of the teachers used web 2.0 resources in their classroom to develop students’ academic language skills (writing). It also focuses on the teaching methods of Physics in English, where this language is not native for students. The given research questions are addressed:

1. How do teachers use web 2.0 resources for improving students’ academic writing skills?
2. What web 2.0 resource more effective to use for this purpose? 
3. What methods of teaching are influenced by these ways of use?

Participants from the students were 60. 29 of them were on experimental group and another 21 on control group. Students were invited to complete an online survey about their academic writing skills in science subjects. Half of the respondents have a high score In IELTS (28/60) and some of them 8.0 point in writing part (9/30).

Overall, we found that both teachers and students held positive attitudes towards web 2.0 resources use for the development of academic writing skills and that there were no significant differences between the two groups. Some differences were noted regarding web 2.0 resources used for physics teaching (laboratory works) with more control group students using as learning tools in comparison to an experimental group. By analysis students answers for structured questions, 56% of the students used common phrases that they have learned from activities using web 2.0 resources; 32% of them used phrases and sentences that not given during physics classes (survey showed that they have learned those phrases from another science subjects). Only 12% of the students used academic functions to describe physics processes. Observations of the lesson plans give these data: 30% of the time students used Quizlet app, 25% - Quizizz, and 10% - GoConqr applications. The findings of this study can help teachers to plan and use web 2.0 resources for improve students’ academic writing skills

Kornilov V. S., Khanina I. A. Development of ICT competence in high school students when teaching physics using digital laboratories //RUDN Journal of Informatization in Education. – 2020. – Т. 17. – №. 2. – С. 146-152. Wang Y. D., Zahadat N. Teaching web development in the web 2.0 era //Proceedings of the 10th ACM conference on SIG-information technology education. – 2009. – С. 80-86. Chou C. C. A comparative content analysis of student interaction in synchronous and asynchronous learning networks //Proceedings of the 35th annual Hawaii international conference on system sciences. – IEEE, 2002. – С. 1795-1803.