ENHANCING FOREIGN LANGUAGE WRITING THROUGH PEDAGOGICAL DIAGNOSTICS

Аннотация

Developing written competence in a foreign language remains one of the most demanding tasks for high school students. Writing requires translating fragmented inner thought into clear, structured prose—a challenge made significantly harder when the student's native language differs fundamentally from the target language. This paper examines the difficulties EFL high school students face in developing writing skills and proposes pedagogical diagnostics as a practical, formative response. Drawing on the Diagnostic-Driven Writing Optimization Model (DWOM) and the frameworks of Jeremy Harmer and Jamol Jalolov, the study outlines a structured progression of exercises—from preparatory to communicative—designed to address root causes rather than surface errors. Special attention is given to Uzbekistan's educational context, where the agglutinative structure of Uzbek creates predictable interference patterns in English writing. The findings show that when diagnostic tools are integrated into daily instruction, students develop not only accuracy but long-term metacognitive independence