Author: Malikova, Lobar Saidamin qizi

Annotation: This study investigates the pedagogical efficacy of heuristic instructional strategies in the enhancement of students’ written discourse competence within the framework of secondary education. Anchored in a cognitive-constructivist paradigm, the research explores the multidimensional impact of heuristic methods—characterized by problem-solving, discovery-based learning, and metacognitive engagement—on the development of writing proficiency. The experimental intervention was carried out among upper-grade pupils at Development Leaders School, situated in the Shaykhontohur district of Tashkent, and followed a quasi-experimental design involving pre- and post-intervention assessment phases. Quantitative and qualitative data collection techniques, including structured writing tasks, rubric-based evaluation, and reflective learner feedback, were employed to examine the extent to which heuristic techniques foster syntactic complexity, lexical richness, coherence, and genre-specific conventions in student writing. The results of the study reveal a statistically significant improvement in learners’ ability to generate structured, contextually appropriate written texts, thereby affirming the heuristic approach as a viable model for writing instruction. This research contributes to the growing body of empirical scholarship advocating for learner-centered, cognitively engaging methodologies in language education.

Keywords: Development Leaders School, heuristic methods, cognitive-constructivist paradigm, reflective learner feedback

Pages in journal: 13 - 20