Developing English Writing Skills Through Technology and Self-Regulation in Differentiated Instruction in Uzbekistan
DOI:
https://doi.org/10.5281/zenodo.15307454Ключевые слова:
differentiated instruction, writing skills, digital technologies, self-regulated learning, English language, student motivation.Аннотация
This study investigates the impact of modern technology on differentiated instruction, particularly in developing
writing skills through digital resources. Based on an experiment conducted with first-year undergraduate students in
Uzbekistan, platforms such as Formative.com, Nearpod.com, Ludwig.guru, and Padlet.com were found to significantly
enhance students’ writing abilities. The research aimed to evaluate the effectiveness of using technology in differentiated
writing instruction. The findings demonstrated the superiority of technology-enhanced approaches over traditional
methods, with notable improvements observed in grammatical accuracy, content organization, and student motivation
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