Аннотация
This study explores the effectiveness of the action research method in developing students’ writing skills. As writing is a fundamental component of language learning, enhancing students’ ability to express their thoughts coherently and accurately is essential. The research was conducted in a classroom setting, where the teacher implemented a cyclical process of planning, acting, observing, and reflecting to address common writing challenges faced by students. Through targeted interventions, including peer reviews, structured writing exercises, and continuous feedback, students demonstrated noticeable improvement in grammar usage, coherence, vocabulary, and overall writing fluency. Data were collected through pre- and post-writing assessments, student reflections, and teacher observations. The results indicate that action research not only improves students’ writing skills but also encourages active participation, critical thinking, and learner autonomy. This study supports the integration of action research into language teaching practices as an effective strategy to enhance writing competence and foster a more engaging learning environment.