Developing strong written communication skills is essential in the preparation of pre-service English teachers, as it not only underpins academic success but also equips them to effectively teach and assess writing in their future classrooms. This article explores the integration of rubrics—particularly those aligned with the Common European Framework of Reference for Languages (CEFR)—as a pedagogical and technological tool to support writing instruction. It highlights how rubrics enhance self-regulation, promote fairness, and facilitate feedback while aligning learning outcomes with internationally recognized proficiency standards. Drawing from contemporary research, this article outlines the benefits of rubric use in language teacher education and addresses the challenges involved in rubric design, implementation, and student engagement. Practical considerations and implications for teacher education programs are discussed to encourage more effective writing assessment practices and foster reflective, competent educators.
| Mualliflar | Turaeva, Guzal, Тураева, Гузал, Turayeva, Guzal |
|---|---|
| Jurnal | Хорижий лингвистика ва лингводидактика |
| Nashr sanasi | 2025-04-25 |
| Jild | 3 |
| Son | 2 |
| Betlar | 146-151 |
| Til | Ingliz |
| DOI | 10.47689/2181-3701-vol3-iss2-pp146-151 |
DOI: 10.47689/2181-3701-vol3-iss2-pp146-151 · Maqolaning asl sahifasi
навыки письменной коммуникации, будущие учителя английского языка, рубрики, CEFR, обучение, оценивание, педагогический инструмент, обратная связь, вовлечённость студентов, академический успех., written communication skills, pre-service English teachers, rubrics, CEFR, teaching, assessing, pedagogical tool, feedback, student engagement, academic success., yozma muloqot ko‘nikmalari, bo‘lajak ingliz tili o‘qituvchilari, rubrikalar, CEFR, o‘qitish, baholash, pedagogik vosita, fikr-mulohaza, talabaning faolligi, akademik muvaffaqiyat.
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