KURS ISHI

INTRODUCTION The demand for skilled labor in Uzbekistan continues to rise, with the Ministry of Employment and Poverty Reduction reporting that by 2023, approximately 60% of new job openings required vocational training or college degrees [1]. Effective communication, particularly in written English, is increasingly critical for these graduates to thrive in a globalized economy. Despite this, a recent survey conducted by the Ministry of Higher Education, Science and Innovations indicated that only 35% of vocational college graduates felt adequately prepared in English writing for their chosen professions [2]. The current landscape of English language education in vocational colleges in Uzbekistan, despite recent reforms, still grapples with challenges such as traditional, product-oriented writing instruction methods that often fail to engage students actively. The integration of interactive methods offers a promising pathway to address these issues by fostering a more dynamic, student-centered learning environment. Internationally, the efficacy of interactive teaching methods in fostering writing skills has been extensively researched. Hyland (2017) demonstrated that genre-based pedagogy significantly improves students' ability to produce texts appropriate for specific professional contexts by making explicit the textual conventions of various genres [3]. Similarly, Richards and Rodgers (2014) highlighted the transformative potential of Communicative Language Teaching (CLT) in developing practical language skills, including writing, by focusing on meaningful interaction [4]. Furthermore, Larsen-Freeman (2015) elucidated how task-based learning (TBL) engages students in authentic language use, thereby promoting more natural and effective writing development [5]. Recent work by Ferris (2019) emphasized the role of formative assessment and peer feedback in refining student writing through continuous, collaborative revision processes [6]. B. Djuraev (2020), who analyzed the challenges of implementing communicative approaches in EFL classrooms and proposed strategies for overcoming resource limitations [7]. M. Kh. Mamatkulova (2021) explored the effectiveness of blended learning environments in enhancing English language proficiency, including writing, among university students [8]. Additionally, D.S. Abdullaeva (2019) investigated the application of digital too ...