<p>Written interaction is a core component of foreign language development because it enables learners to negotiate meaning, respond to others, and refine linguistic knowledge in context. This study examined the effect of electronic chat (e-chat) on the development of written interaction skills among students in the Faculty of Education. To this end, the study developed a written interaction skills framework, a student activity booklet, a lecturer’s guide, and a written interaction test. Using a quasi-experimental pre-test/post-test control-group design, the study was conducted with second-year French as a Foreign Language students at Beni-Suef University. After the instructional intervention, quantitative analyses showed a statistically significant difference at the alpha = 0.01 level between the experimental and control groups on the post-test of written interaction in favor of the experimental group, with a large effect size. The experimental group also showed substantial gains from pre-test to post-test. These findings suggest that e-chat, when embedded in structured pedagogical tasks, can support the development of written interactional competence. The study concludes with pedagogical implications, limitations, and directions for future research.</p>