DEVELOPING EFL STUDENTS’ ACADEMIC WRITING SKILLS THROUGH SELF-DIRECTED LEARNING STRATEGIES

Аннотация

This article examines how self-directed learning strategies can support the development of academic writing skills among students learning English as a foreign language at pedagogical universities in Uzbekistan. It presents a pedagogical framework that connects goal setting, independent planning, critical reading, reflective writing, and self-assessment with the stages of the academic writing process. The discussion focuses on how teachers can guide students towards greater responsibility for identifying writing difficulties, selecting appropriate learning resources, monitoring progress, and revising their texts. Particular attention is given to learning journals, writing portfolios, assessment rubrics, and structured peer feedback as practical tools for supporting independent learning. The article also considers challenges that may limit students’ engagement, including differences in language proficiency, limited experience of autonomous learning, and dependence on teacher correction. Rather than reporting experimental findings, it offers a conceptual account of how these strategies can be integrated into university writing instruction. The proposed approach positions teacher guidance and learner autonomy as complementary elements in preparing future English teachers to become more reflective and independent academic writers.