DEVELOPING ACADEMIC ESSAY WRITING COMPETENCE IN HIGHER EDUCATION: AN INTEGRATED PROCESS–GENRE AND NATIONAL PEDAGOGICAL FRAMEWORK
Abstract
This article analyzes the methodological foundations for developing university students’ academic essay writing competence in the process of teaching English as a foreign language in higher education institutions. The study substantiates an integrated Process–Genre approach aligned with national pedagogical concepts. In particular, competence-based education, the communicative principle, and reflective teaching technologies are examined through the perspectives of Uzbek scholars. The article proposes a structured model for the gradual development of essay organization, logical coherence, argumentation, and academic discourse features. The findings demonstrate that an integrative methodological framework significantly enhances students’ written communicative competence and contributes to the effective formation of academic literacy skills.
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