THE HISTORY OF TEACHING AND LEARNING ENGLISH WRITING SKILLS IN UZBEKISTAN (POST-SOVIET STATE). PEDAGOGICAL DIAGNOSTIC APPROACH

Abstract

This article explores the development of English writing instruction in Uzbekistan throughout three significant time periods: the Soviet era, the 1991–2012 transitional period, and the contemporary era. English writing training was strict during the Soviet era, emphasizing formulaic patterns, grammar, and translation while placing little value on originality or critical thought. Although issues like out-of-date curricula and unequal resource distribution remained, there was a slow shift toward communicative approaches during the post-independence years (1991–2012). Globalization and legislative changes have made English writing teaching more dynamic in the current day, with a focus on technology integration, critical thinking, and practical skills. The article emphasizes how different regulations and standards in each era influenced instructional strategies, mirroring more general shifts in societal demands and educational priorities. By exploring these differences, the article underscores the transformative journey of English writing teaching in Uzbekistan.