Facilitating academic writing practices at a British and an Uzbek tertiary institution

This paper explores pedagogical practices within EAP at two affiliated universities to in the UK and Uzbekistan to determine whether constructivist approaches successfully faciliate creative interaction, and whether the processes inherent within text construction lead to transformative practices and empower students with the rational autonomy to become self-directed 'lifelong learners.'Students need to transfer the skills, knowledge, strategies, and habits learnt through EAP to other contexts and devlop fluency in component skills, which in turn, need to be integrated into process skills. Although students understand whaat needs to be done, they may struggle to understand why, suggesting a less than robust comprehension of the deep structures and underlying necessary to faciliate the transfer of process skills. The study outlines the universities attampts to achieve such outcomes.