Education of the republic of uzbekistani samarkand state institute of foreign languages

Practical strategies in teaching students’ academic writing skills in the classroom

English language teachers can help students who learn English as a second language by activating their prior knowledge before they begin the writing process. Giving students the opportunity to think about things they already know can help them incorporate new information into an existing information structure. Various steps can be taken in order to improve their thinking skills, which activate their long-term memory. These steps include graphic organizers, collaborative learning, and group discussions. In the persuasive writing genre, graphic organizers act as visual tools for students to draw ideas they already know about a given subject. The information provided by students can be evaluated by teachers, and teachers can suggest whether they need additional information to write. Other strategies such as reading aloud, collaborative learning, and group discussion can be integrated with this graphic organizer to provide additional information. Group discussions help students gather more information from their peers-students. Co-education is an effective strategy that helps English language learners get new information from peers from countries where native speakers speak. Students can gather information from the Internet, books or by communicating with native speakers to get new ideas before writing, as well as develop their language skills in peer-led conversations.

One of the effective strategies for preparing language learners is a preview of the vocabulary. Dictionary Preview is a tool that can be used before trying to write about any genre of language. Writers who write in a second language have a completely different linguistic base than native speakers Native English speakers who can instinctively manipulate the language. Consequently, vocabulary is the area that creates the need for English language teachers to provide both defining and contextual information. This creates a huge obstacle for English language learners, especially for those who study English as a foreign language. Without a preview of the vocabulary, English learners will not be able to move quickly in presenting ideas on the topic they want to write about. Strategy for the construction of scaffolding.
Scaffolding is an effective technique that English teachers can use, relying on the strength of their students. Vygotsky says, “They should be contextual, social, and time frames used to support successful learning in a particular academic field, such as writing.”
Teachers can develop steps by modeling them, and then give students the opportunity to use the steps themselves. This strategy should be developed in such a way as to implement it eventually after the student fulfills his pre-agreed point in his letter, which is controlled by the teacher. Baradaran and Sarfarazi found that students who had the opportunity to receive scaffolding principles outperformed those who did not encounter the use of scaffolding, which had a significant impact on the academic writing of ESL students. Scaffolding is a technique that facilitates the acquisition of basic knowledge, and students can sketch the text according to the expectations of the topic. The drafting can be done by the teacher to make it easier for the students, and then the teacher and the student can contribute to the joint writing, in which the students can contribute input, for example, the name to write and the use of hints, etc. Then they are given the opportunity to combine all the items to get the full result of writing. The ultimate goal of the wireframe building process is to prepare students for independent writing by completing all these steps. The scaffolding technique can be used by students with less teacher involvement and increased student activity in the process. Students can complete a written assignment by collaborating with a peer team and providing an opportunity to perform paired or group tasks. According to Storch, it says that, “Paired work allows students to combine their linguistic resources to gain new knowledge about the language, which leads them to a more successful writing experience” .
Additional strategies for the development of academic writing. In addition to the archetypal strategies described above, which have long been given importance in teaching writing skills, other emerging strategies include collaborative learning and autonomous learning.
When a student is offered a variety of tasks in which some of them can be completed and some others cannot, the learning strategy is known as collaborative learning. Tasks are given to students in such a way that they can achieve them only through the exchange of opinions of colleagues and group participation. The success rate can be increased with this technique as it encourages learning through communication and interactions with other people. The study says: “People are able to achieve higher levels of learning and retain more information when they work in a group rather than individually.” This type of training helps to hone students' ability to think critically.
The ability to take responsibility for one's own learning can be called autonomous learning. The concept of this type of training has been transferred Holek and, according to Hurd, “independence, autonomy and the ability to control learning experiences play an important role in language education”.
Student autonomy is seen as a short-term goal, as language acquisition in a short period of time, or as a long-term goal, which is to make students autonomous learners. Both goals can be part of the views of teachers and students on teaching English or learning English, respectively.