DIFFERENT EXERCISES AND TASKS FOR DEVELOPING WRITTEN SPEECH SKILLS OF SENIOR STUDENTS AT SCHOOLS THROUGH PEDAGOGICAL DIAGNOSTICS

Teaching written speech skills to senior high school students has its own peculiarities, particularly in the context of teaching English as a foreign language. The paper covers the peculiarities of the challenges in this area, reviews various exercises and tasks used globally and in Uzbekistan particularly to enhance writing skills, and explores the role of pedagogical diagnostics as an efficient tool for individualized teaching. Grounded in literature and comparison research, it describes how pedagogical diagnostic strategies can identify student needs and alter instructional practice, with particular relevance to the teaching context of Uzbekistan. Through comparison tables of international and local practices, the study highlights the promise for greater written proficiency results.