Digitalization has become a central paradigm in contemporary ESL pedagogy, particularly in the development of writing skills. In Uzbekistan, national educational reforms promote the integration of digital technologies to modernize English language instruction; however, ESL writing outcomes remain limited. This article critically examines the digitalization of ESL writing instruction in Uzbek secondary schools by synthesizing policy documents, international research, and contextual classroom practices. The analysis demonstrates that while digital tools offer pedagogical potential, their effectiveness is constrained by infrastructural inequality, insufficient teacher digital pedagogy, and weak methodological integration. The study argues for a conceptually grounded and context-sensitive approach to digital ESL writing instruction supported by sustained professional development.

ESL writing instruction; digitalization of education; digital pedagogy; technology-mediated writing; teacher digital competence; Uzbek secondary education

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