As world globalization increases, students require effective written English skills to pursue higher education and participate in global discussion. The pedagogical aspect of written English in Uzbekistan is further complicated by the extensive structural and grammatical variations between English and the native Uzbek language, as well as cultural influences on pedagogy and learning orientations. This study explores these problems and examines how pedagogical diagnostics can be used most effectively to enhance written English instruction in Uzbekistani secondary schools.

English and Uzbek are significantly dissimilar in grammar and structure. Comprehension of the variation in the language between Uzbek and English is essential in the development of effective teaching approaches. English is fusional with a relatively static Subject-Verb-Object (SVO) word order, whereas Uzbek is an agglutinative language with a Subject-Object-Verb (SOV) word order. The fundamental distinction has an influence on sentence structure and placement of grammatical elements^[1].

In English, conjugation of verbs requires adjustment of the form of the verb to express tense, aspect, and subject agreement, often by the use of auxiliary verbs. For example, the verb "to go" changes to "go," "goes," "went," "going," or "gone" depending on the setting. Uzbek verbs, on the other hand, use a system of suffixes to express tense, mood, and agreement with the subject. The verb "bor-" (to go) may be changed into "boraman" (I go), "boradi" (he/she goes), or "borganman" (I have gone), to give just a few examples^[2].

Another basic difference is in the use of articles. English uses definite and indefinite articles ("the," "a," "an") to signal nouns, but Uzbek has no articles and uses context and word order to indicate specificity.

Other domains are rhetoric: Uzbek likes round, proverb-heavy narratives in oral cultures, while English likes linear, fact-reliant arguments. Culturally, Uzbek's collectivist emphasis discourages personal opinions in writing, clashing with English's individualistic style.

  Table 1: Comparative Linguistic Features

Such differences in the structure and grammar of the two languages are the main reason for typical mistakes made by Uzbek students of English. These mistakes include, for example, the incorrect word order, the wrong use of articles, and an inconsistent verb tense3.

Problems in Teaching Written English to Secondary School Students.

There are problems confronting the teaching of written English to secondary school students in Uzbekistan:

1. Structural Native Language Interference: Uzbek sentence structures are transferred to English, with the resulting incorrect word order and sentence structure.

2. Limited English Exposure. No exposure to the language outside the class restricts students' language use in real life and their vocabulary range.

3. Grammar vs Communication. The traditional teaching of English is polarized. It concentrates on grammatical forms to the neglect of communicative competence. This can lead to a lack of writing fluency and coherence.

4. Lack of Writing Practice. Students might not receive enough writing practice in English. This can limit their ability to practice and develop their writing skills.

5. Differences in Cultural Expression. The cultural patterns of Uzbekistan may influence students' writing practice, for instance, the tendency to be indirect or formal, which may be different from what is used in English writing4.

Difficulties in Teaching Written Skills and Effective Strategies

Teaching written English to high school EFL students in Uzbekistan presents multifaceted difficulties. Generally, challenges include L1 interference, where Uzbek's structure leads to errors in grammar and syntax. High school students, preparing for exams like IELTS, struggle with creative expression due to rote-learning traditions from Soviet-era education. Cultural factors amplify this: modesty norms inhibit argumentative writing, and large class sizes (40+ students) limit individualized feedback.

In Uzbekistan, resource scarcity—outdated textbooks and limited technology—exacerbates issues, particularly in rural areas. Motivation wanes as English is seen as elitist, clashing with local language priorities.

Effective strategies mitigate these. Process writing—drafting, revising, and editing—encourages iterative improvement, adaptable to cultural contexts by incorporating Uzbek themes. Peer review fosters collaboration, aligning with collectivist values, while scaffolding provides structured support for grammar. Integrating technology, like writing apps, addresses resource gaps. Culturally responsive prompts, using local folklore, enhance engagement.

  Table 2: Difficulties and Strategies

These strategies, proven in EFL contexts, can be localized for Uzbekistan.

Application of Pedagogical Diagnostics in Teaching Writing.

Pedagogical diagnostics is a diagnostic procedure of students' learning problems, weaknesses, and strengths in the interests of informing the methods of instruction. Pedagogical diagnostics can be used to address Specific Learning Problems in teaching written English in Uzbekistan:

1. To remedy Specific Learning Problems: Teachers can identify areas of difficulty of their students using diagnostic tests, e.g., use of verb tenses or sentence structure.

2. Creat Personalised Instruction Plans: With the utilizations of custom learning plans based on the diagnostics of individual lessons, instructors will be able to not only address the largest areas of opportunity but also develop areas of strength.

3. Assess Progress Over Time: Regular diagnostic testing is a great tool for monitoring students' development, making it possible to adjust the instruction accordingly.

4. Boost Student Motivation: When students are involved in the diagnostic process, they feel more in control of their learning and thus they make an effort to improve their writing skills5.

Rustamov Alisher, a scientist from Uzbekistan pedagogical diagnostics expert, retains the relevance of diagnostic methods to teaching language. According to his study, he advocates for the use of diagnostic testing in teaching with the aim of informing teaching directions and rising learning in students. Through his study, he discloses that diagnostics can aptly diagnose the areas of insufficient knowledge and shape instruction to fit the learners' needs6.

Cultural Issues in Teaching Written English

Cultural issues play a great role in the acquisition of English and should be taken into consideration while teaching written English in Uzbekistan:

1. Communication Styles: The Uzbek culture favors indirect communication and formal speech, which may influence the writing style of the students. This difference should be handled and controlled by teachers to enable the students to utilize proper conventions of English writing.

2. Educational Standards: Students can be used to teacher guidance and will need to be guided in developing independent writing skills.

3. Error Correction Beliefs: Error correction beliefs can influence the ease with which students can take risks in writing. The right climate that allows for risk-taking and error as a learning experience is required7.

Instruction of written English in Uzbek secondary schools involves surmounting enormous linguistic and cultural differences. Knowledge of English and Uzbek structural and grammatical differences is of the highest importance in creating effective lessons. Pedagogical diagnostics give teachers the power to identify manifest learning needs and modify lessons to meet them in order to improve pupil performance. Teacher cultural sensitivity and use of diagnostic methodologies ensure success in instruction of written English, and ready students for international interaction readiness.