DEVELOPING ACADEMIC WRITING SKILLS IN EAP CLASSROOMS: REFLECTIONS FROM PRACTICE IN UZBEKISTAN

Authors

  • Abdumalikova Azizakhon Abdumajid kizi MA TESOL Alumni, Webster University, Tashkent, Uzbekistan

DOI:

https://doi.org/10.55640/

Keywords:

EAP pedagogy, academic writing, plagiarism prevention, citation skills, reporting verbs, hedges and boosters, teacher reflection

Abstract

 This article presents reflective insights and classroom practices from an English for Academic Purposes (EAP) course taught to multilingual graduate students in Uzbekistan. The paper illustrates how explicit instruction in plagiarism prevention, citation, reporting verbs, hedges, boosters, and academic vocabulary can transform learners’ understanding of academic writing conventions. Drawing on readings from Hyland (2008), Charles and Pecorari (2015), and other key scholars, the article demonstrates how teacher-designed activities and reflective practice can help students develop both technical accuracy and academic voice. The paper concludes with implications for EAP practitioners seeking to build ethically grounded, communicatively confident writers prepared for English-medium instruction (EMI) contexts.

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References

Charles, M., & Pecorari, D. (2015). Introducing English for Academic Purposes. Routledge.

Hamp-Lyons, L. (2011). English for academic purposes. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (Vol. 2, pp. 89–105). Routledge.

Hyland, K. (2008). Genre and academic writing in the disciplines. Language Teaching, 41(4), 543–562. https://doi.org/10.1017/S0261444808005235

Kim, Y. L., Liu, C., Trofimovich, P., & McDonough, K. (2024). Is nonverbal behavior during conversation related to perceived fluency? TESOL Journal, 15, e795. https://doi.org/10.1002/tesj.795

Naghavian, M. (2024). English learners’ beliefs about L2 speaking fluency: Insights from elicited metaphor analysis. Modern Language Journal, 108(3), 719–740. https://doi.org/10.1111/modl.12952

Peltonen, P. (2018). First language fluency and second language acquisition. Language Learning, 68(4), 1012–1032.

Warnby, M. (n.d.). Academic vocabulary knowledge among adolescents in university preparatory programmes. Stockholm University, Department of Teaching and Learning.

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Published

2025-10-26

Issue

Vol. 4 No. 9 (2025): Journal of Multidisciplinary Sciences and Innovations

Section

Articles

License

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors retain the copyright of their manuscripts, and all Open Access articles are disseminated under the terms of the Creative Commons Attribution License 4.0 (CC-BY), which licenses unrestricted use, distribution, and reproduction in any medium, provided that the original work is appropriately cited. The use of general descriptive names, trade names, trademarks, and so forth in this publication, even if not specifically identified, does not imply that these names are not protected by the relevant laws and regulations.

How to Cite

DEVELOPING ACADEMIC WRITING SKILLS IN EAP CLASSROOMS: REFLECTIONS FROM PRACTICE IN UZBEKISTAN. (2025). Journal of Multidisciplinary Sciences and Innovations, 4(9), 1185-1190. https://doi.org/10.55640/

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