APPLICATION OF PEDAGOGICAL DIAGNOSTICS TO IMPROVE FOREIGN LANGUAGE WRITING SKILLS AMONG UZBEK HIGH SCHOOL STUDENTS

Abstract

This article examines the use of pedagogical diagnostics as a formative tool to develop foreign language writing skills among high school students in Uzbekistan. It discusses key challenges in teaching writing—grammar, vocabulary, and coherence—and compares international methods with local classroom practices. The study proposes a diagnostic framework to identify learners’ difficulties and adapt teaching accordingly. It emphasizes the importance of moving from traditional error correction to a developmental approach suited to Uzbekistan’s educational context and offers practical recommendations for teachers.