MODERN APPROACHES TO DEVELOPING WRITING SKILLS IN TEACHING ENGLISH AT THE INITIAL STAGE

The development of writing skills in young English as a Foreign Language (EFL) learners represents one of the most complex yet fundamental components of early language acquisition. Historically, early writing instruction relied heavily on rote memorization, mechanical copying, and decontextualized grammar drills, which often led to demotivation and high affective filters among beginner learners. This article explores modern, evidence-based approaches to teaching writing at the initial stage, emphasizing the transition toward communicative, multimodal, and socially interactive pedagogies. By integrating Task-Based Language Teaching (TBLT), digital literacy tools, scaffolding strategies rooted in sociocultural theory, and play-based learning, educators can transform writing from a tedious mechanical task into a meaningful communicative endeavor. The study highlights that modern approaches not only alleviate the cognitive load associated with early second language literacy but also foster creativity, collaborative problem-solving, and a genuine desire to communicate.