The development of writing proficiency remains a complex pedagogical challenge in English as a Foreign Language (EFL) settings. This article explores theoretical foundations for developing CEFR-aligned writing competence and analyzes persistent difficulties faced by English learners in Uzbekistan and L2 writing development, and instructional design, as well as regional studies highlighting the systemic challenges faced by Uzbek learners and teachers. Although English education in the country has expanded significantly, and substantial national reforms have been done at modernizing foreign language education, many learners still struggle to meet CEFR-aligned writing expectations, remaining particularly at B1–C1 levels where coherence, genre structure, argumentation, and accuracy become central. Conducting research in second language writing, didactic theory, and CEFR-oriented pedagogy, this article analyses systemic factors—including curriculum constraints, form-focused teaching traditions, insufficient feedback mechanisms, and limited exposure to authentic writing context that inhibit learners’ progress. The article proposes a conceptual model of didactic technologies grounded in scaffolding, genre-based instruction, process-oriented learning, and digital mediation. Recommendations for strengthening teacher preparation, instructional materials, and classroom practices in Uzbekistan are offered to support improved alignment with CEFR writing requirements.

CEFR, writing instruction, didactics, English language teaching

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