IMPROVING IGCSE-LEVEL WRITING IN THE CLASSROOM: A STUDY AT JIZZAKH PRESIDENTIAL SCHOOL

Abstract

This classroom-based study explores how process-based instruction can address academic writing challenges among Grade 8 students following the Cambridge IGCSE curriculum at Jizzakh Presidential School in Uzbekistan. Students often experience difficulties in organizing ideas, using appropriate vocabulary, and managing time pressure during writing tasks. These challenges affect both the clarity of their writing and their confidence.

The study involved 24 students and adopted a qualitative approach based on classroom observations, adapted survey insights, and analysis of students’ written work. A two-month instructional intervention was implemented, incorporating model essays, analysis of anonymized student samples, and peer feedback activities. Students were encouraged to reflect on their writing and identify common errors.

The findings indicate that students improved in organizing their ideas, reducing errors, and expressing themselves more clearly. In addition, students demonstrated increased confidence and reduced anxiety when completing writing tasks. The study suggests that process-based instruction, combined with reflective classroom practices, can effectively support writing development in EFL contexts.

Keywords

process-based instruction, academic writing, EFL learners, IGCSE students, writing challenges, peer feedback.