This article addresses a major issue that has emerged in recent years in the teaching of English as a second language. The study examines the academic reading and writing skills of English language learners in Uzbek classrooms. One of the primary challenges identified in academic reading and writing is learners’ lack of understanding of the underlying processes involved. For second language learners, writing is considered the most difficult language skill to master due to its complex and sophisticated nature. The analysis focuses on the essential skills and strategies required for effective academic reading and writing, as well as the difficulties teachers frequently encounter in the classroom. Since traditional teaching methods are often insufficient, teachers need to stimulate learners’ curiosity and motivation by employing diverse and blended instructional approaches to achieve the intended learning outcomes.

Academic writing, academic reading, writing proficiency

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