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

Conclusion on chapter I
It is important to understand that delivering a written message to the recipient in an understandable way by choosing a simple communication strategy makes the process about writing more efficiently. With the help of the proposed system of exercises, IT specialists will be able to more easily recognize and perceive lexical units and grammatical structures and, based on the acquired writing skills, will write texts and messages suitable for specific communication situations. Experimental study of the formation of English lexical and grammatical competence in professionally-oriented written business communication of future IT specialists, the effectiveness of the proposed exercise system will be the subject of our further research
Introducing CBA into writing teaching really helps students improve their writing skills. It is easier for students to write their essay because they have gained sufficient knowledge related to their topic. The content of their writing, organization, and use of language were greatly improved because they had good models in the texts they read. In addition, these parts of the letter did not distract their time for writing. On the other hand, when implementing the CBA, students received not only adequate knowledge related to the content of the text, but also the use of vocabulary. In general, students' writing skills have been improved, as can be seen from the results of the students' writing test. This means that students really enjoyed and benefited from the introduction of a content-oriented approach in academic writing. Anyway, there was no statistically significant influence of students' mechanics when writing. This was probably caused by the careless habits of students when writing punctuation marks and capital letters. The result of this study explains a useful strategy in teaching academic writing and in it the implementation of the strategy is described. This is confirmed by the result of the students' assessment for writing and their opinion on the implementation of this strategy in teaching writing. In general, the implementation of CBA was carried out in several stages. The first step way to determine the topic and texts for discussion. The second step was to read some texts related to the topic that was to be written. Thirdly, the lecturer discussed with the students the importance of the writing process. Then the students wrote their draft, and the teacher or lecturer provided individual assistance in writing materials related to the course. Since this study was only a small-scale study of classroom activities with very limited time to implement the study due to the content-based approach, the researcher invites other researchers to learn more about the implementation of the content-based approach in large-scale studies, with other different types of text, material to study and also with sufficient time for employment. Future researchers can also implement a content-oriented approach as one of the strategies for teaching other language skills. In addition, lectures should know students’ level of writing proficiency to help students solve their writing difficulties in the EFL class.
The ability to write is the most important productive skill among the four language skills, and there are so many challenges in achieving this skill. English language teachers face numerous challenges related to teaching writing in English to students who are learning English as a second language. The use of English as an additional language in school-level standards has been hampered by a lack of teaching materials, lack of planning and lack of trained instructors. The study shows that there is an urgent need to use various strategies to improve students' writing skills. Students should be motivated to understand this need and play an important role in developing their language skills. Methods and strategies help students practice the possibilities of paraphrasing, ordering, synthesis and, therefore, give them the opportunity to develop their writing skills. These strategies give students a more holistic set of academic writing skills that enable them to be confident and convinced.
Collaborative learning helps students develop their interpersonal communication skills, taking into account that autonomous learning is really lifelong learning, which is necessary for facing the challenges of traditional face-to-face teaching methods. The study not only offers new methods and strategies for teaching writing skills, but also points to the need to empower students and teachers to become better writers.