ASSESSING ACADEMIC WRITING PROFICIENCY AND RESEARCH COMPETENCE AMONG PRE-SERVICE TEACHERS: A CROSS-INSTITUTIONAL ANALYSIS IN UZBEKISTAN’S HIGHER EDUCATION CONTEXT
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Abstract
The development of academic writing and research competence is essential for preparing effective educators. This cross-sectional study investigates these competencies among pre-service teachers in five higher education institutions in Uzbekistan. Data were collected from 114 participants through a 25-item online questionnaire assessing knowledge of academic writing, research methodologies, and scholarly communication. The findings show that participants performed well in basic academic writing concepts, with 89.5% correctly defining academic writing. However, their understanding of more complex research-related concepts was limited, with only 43.9% accurately identifying key aspects of the research process. While most respondents demonstrated foundational knowledge, significant gaps were observed in research design, citation practices, and methodological frameworks. The study highlights the need for improved curriculum design and instructional strategies to strengthen research competence.
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References
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