This study examines the effectiveness of process-based and technology-supported writing instruction in developing secondary school students’ writing skills in English as a foreign language. The research was conducted among 58 Grade 9 students in Tashkent during the 2025–2026 academic year. A mixed-method research design was employed involving pre-tests, post-tests, classroom observations, learner reflections, and comparative statistical analysis. The experimental group participated in collaborative writing tasks, peer-feedback sessions, reflective journals, and digital writing activities, while the control group followed traditional writing instruction. The findings revealed substantial improvement in students’ coherence, grammatical accuracy, vocabulary range, and motivation toward writing tasks. The study demonstrates that integrating learner-centered approaches with digital learning environments significantly improves writing performance and learner engagement. The practical outcomes of the research may contribute to improving writing pedagogy in Uzbek secondary schools.

writing skills, process writing, digital learning, peer feedback, EFL instruction, learner-centered approach, academic literacy

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