This article examines how AI and blended learning enhance academic writing skills in university students, suggesting effective instructional models.
This article examines how AI-supported and blended learning approaches enhance academic writing proficiency among university students. Based on a synthesis of empirical studies and key pedagogical theories, the paper proposes an effective instructional model. The context of Uzbekistan's higher education is discussed as a relevant case study.
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Jabborova et al. (2026) studied this question.
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