Аңдатпа
This paper explores the implementation of Miro, a collaborative online whiteboard platform, as an interactive teaching tool for preparing Kazakhstani students for IELTS Writing Task 2. Within the framework of a dedicated IELTS course, Miro is used to support the development of students’ critical thinking, brainstorming, and essay-structuring skills. The study involved two groups of students (15 students each). The group that regularly used Miro for Writing Task 2 showed statistically important improvements in writing skills on the final test—especially in terms of task achievement and coherence and cohesion (p < .01, large effect sizes) —compared to the group that did not use Miro during their preparation. In addition, the study outlines how Miro enhances learner engagement and promotes peer collaboration during the process of generating ideas, outlining essays, and receiving targeted feedback. Preliminary findings suggest that the visual and collaborative features of Miro help students overcome common challenges in coherence and cohesion and increase their overall confidence in academic writing. Implications for language instruction and IELTS test preparation in the Kazakhstani context are discussed, along with recommendations for further research into technology-assisted writing pedagogy.