This study examines the pedagogical potential of Design Thinking for increasing the writing capacity of pre-service English language instructors in EFL situations. The article is based on a qualitative and theoretical-analytical method, including literature analysis and comparative analysis of writing techniques and Design Thinking principles. The findings indicate that the incorporation of empathize, define, ideate, prototype, and test stages into writing teaching can improve audience awareness, creative thinking, reflection, collaboration, and communicative competence in EFL learning environments. Overall, the study reveals that Design Thinking can serve as an innovative methodological framework for developing writing competency in higher education.
| Mualliflar | Oydin, Amanbayeva Urazali qizi |
|---|---|
| Jurnal | Қўқон ДПИ. Илмий хабарлар |
| Nashr sanasi | 2026-07-15 |
| Jild | 8 |
| Son | 6 |
| Betlar | 711-720 |
| Til | Ingliz |
| DOI | 10.70728/c.series.ped.v08.i06.111 |
DOI: 10.70728/c.series.ped.v08.i06.111 · Maqolaning asl sahifasi
Design Thinking, writing competence, EFL writing, pre-service English teachers, writing pedagogy, creativity, reflective learning, communicative competence, student-centered learning, writing instruction.
This article explores the theoretical and methodological foundations of developing students’ creative thinking skills in English language teaching. It highlights that modern foreign language education is no longer…
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