ENHANCING PRODUCTIVE SKILLS IN TEACHING WRITING IN PRIMARY EDUCATION: FOREIGN EXPERIENCES

Abstract

This article investigates foreign experiences in enhancing productive writing skills in primary education. It focuses on pedagogical approaches implemented in Finland, Singapore, and Canada, where writing instruction is developed through process-oriented, student-centered, and competency-based methodologies. The study analyzes how structured writing models, formative assessment, collaborative learning, and digital technologies contribute to improving learners’ writing abilities. A qualitative comparative method was used based on the analysis of academic literature, curriculum frameworks, and educational reports. The findings reveal that integrating writing across subjects, providing continuous feedback, and encouraging iterative writing processes significantly improve students’ writing performance. The study concludes that modern instructional strategies are more effective than traditional product-based approaches in developing early writing competence.