How Can Student`s Second Language Writing Accuracy be Enhanced in Higher Education?

Aziza Amridinova

doi:10.1997/5hpv5r61

Authors

Aziza Amridinova Student of MA Education and Innovation Course Webster University in Tashkent, Uzbekistan Author

DOI:

https://doi.org/10.1997/5hpv5r61

Keywords:

writing accuracy, higher education, academic writing, collaborative writing, automated feedback, oral feedback, language proficiency, academic performance

Abstract

This article explores strategies for enhancing writing accuracy among second language learners in higher education. Despite the increasing importance of effective written communication in today's globalized world, many students struggle to produce accurate texts in their second language. The paper examines the complexities of second language writing development, focusing on the need to acquire multiple skills simultaneously, including rhetorical, cognitive, and grammatical abilities. This article investigates the effectiveness of various approaches to improving writing accuracy, including collaborative writing, different types of feedback, such as automated written corrective feedback and recorded oral feedback, The research aims to identify and assess the most effective strategies for fostering accurate second language writing skills in a university context.

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