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| Định dạng: | Recurso digital |
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Zenodo
2026
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| Truy cập trực tuyến: | https://doi.org/10.5281/zenodo.20073094 |
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| _version_ | 1866901392360210432 |
|---|---|
| author | Alisher Rustamov Abduhakimovich |
| author_facet | Alisher Rustamov Abduhakimovich |
| contents | <p><span>Writing is one of the most demanding skills for high school students learning a foreign language, yet it is also one of the least systematically supported. This article examines the core challenges that learners face when developing written expression in English, drawing on documented evidence from classrooms across Uzbekistan and beyond. It surveys effective strategies—process writing, genre-based instruction, integrated reading—writing tasks, and task-based learning—and illustrates them with concrete linguistic examples. At the centre of the discussion sits pedagogical diagnostics: a targeted approach to identifying individual learning gaps and responding to them through structured activities. Special attention is paid to how these diagnostic tools can be contextualised for Uzbek secondary schools, where Ll interference, limited resources, and large class sizes create conditions that generic global solutions rarely address. Comparative tables, cited findings, and specific exercise examples are provided to support practitioners who work in similar environments</span></p> |
| format | Recurso digital |
| id | zenodo_https___doi_org_10_5281_zenodo_20073094 |
| institution | Zenodo |
| language | |
| publishDate | 2026 |
| publisher | Zenodo |
| record_format | zenodo |
| spellingShingle | APPLYING PEDAGOGICAL DIAGNOSTICS TO IMPROVE STUDENTS' WRITING SKILLS IN FOREIGN LANGUAGE LEARNING Alisher Rustamov Abduhakimovich <p><span>Writing is one of the most demanding skills for high school students learning a foreign language, yet it is also one of the least systematically supported. This article examines the core challenges that learners face when developing written expression in English, drawing on documented evidence from classrooms across Uzbekistan and beyond. It surveys effective strategies—process writing, genre-based instruction, integrated reading—writing tasks, and task-based learning—and illustrates them with concrete linguistic examples. At the centre of the discussion sits pedagogical diagnostics: a targeted approach to identifying individual learning gaps and responding to them through structured activities. Special attention is paid to how these diagnostic tools can be contextualised for Uzbek secondary schools, where Ll interference, limited resources, and large class sizes create conditions that generic global solutions rarely address. Comparative tables, cited findings, and specific exercise examples are provided to support practitioners who work in similar environments</span></p> |
| title | APPLYING PEDAGOGICAL DIAGNOSTICS TO IMPROVE STUDENTS' WRITING SKILLS IN FOREIGN LANGUAGE LEARNING |
| url | https://doi.org/10.5281/zenodo.20073094 |