DESIGNING GENRE-BASED WRITING TASKS FOR ACADEMIC LITERACY DEVELOPMENT IN UZBEK EAP PROGRAMS
Abstract
In EMI contexts, students are expected not only to write accurately in English but also to understand and produce discipline-specific genres. However, many Uzbek EAP programs still emphasize general writing formats, which fail to prepare learners for the complex literacy demands of higher education. According to Lea and Street (1998), academic writing should be seen as a social practice, where genre knowledge and critical engagement are essential. Building on Swales’ (1990) genre theory, this thesis investigates how integrating genre-based tasks within a task-based learning approach supports academic literacy development.
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