PEDAGOGICAL AND METHODOLOGICAL FOUNDATIONS OF WRITING TASKS IN ENGLISH LANGUAGE TEACHING

This article examines the pedagogical and methodological foundations of writing task design in English Language Teaching (ELT). Grounded in cognitive, socio-constructivist, and genre theories, the study investigates how structured writing activities facilitate linguistic competence, critical thinking, and communicative fluency in second language (L2) learners. It analyzes the historical transition from product-oriented writing instruction to process and genre-based frameworks, emphasizing the operational role of scaffolding, written corrective feedback, and task complexity. The synthesis demonstrates that contemporary ELT methodology must align cognitive load management with meaningful socio-rhetorical interaction to foster autonomous, proficient academic writers equipped for modern communicative demands.