Importance of improving students’ writing competence while teaching foreign languages

Students’ writing competence while teaching them English as a foreign language (EFL) is considered to be one of the key goals of training future personnel at pedagogical higher educational institutions. This article deals with the theoretical and practical basis of teaching writing in order to achieve a writing competence that is very important for future EFL personnel’s progress in learning writing based on its current status and tasks in a globalized context of the world. Also, it is known that writing has been viewed as a means of consolidating speaking, listening and reading skills of language learners in studying foreign languages which has an impact on the whole current process of teaching foreign languages (TFL). However, the implementation of modern innovative technologies and means in almost every aspect of a human’s life has resulted in improving not only spoken but also written communication among people around the world.
The participants of this research were the first year students of the faculty of Foreign language and literature (English) who attended classes within the experimental and control groups (N=36) in the scope of writing lessons at Uzbekistan State World Languages University (UzSWLU).
A mixed-method design was applied into the study: self-monitoring checklists (1), cours evaluation questionnaires (2), achievement tests (3), and semi-structured interviews (4) conducted in both of the groups. All the three methods (1, 2, & 3) were utilized with the help of platforms of Google Forms and Telegram Messenger while the last method (4) was held face-to-face by recordin audios via a smartphone. 
Findings revealed that a writing skill as an educational goal had its own topics and language areas to be learned and acquired in practice. Furthermore, it was also perceived that in terms of improvements of quality and content factors of the writing course, principles of teaching writing, and typology of writing exercises, those features correlated significantly in training future personnel of this sphere.
Based on the research findings, it is recommended that offline and online platforms of pedagogical higher education should be united to improve students’ writing skills, for instance, in the blended foreign language learning environment. Moreover, approaching writing as an educational goal instead of an educational means optimizes and updates the whole process of TFL writing in practice.