Digital revision portfolios for developing English writing skills in Uzbek secondary schools

Abstract

This article examines how digital revision portfolios can support the development of English writing skills in Uzbek general secondary schools. It addresses the pedagogical distinction between correcting a text and helping learners understand their own revision decisions. The study uses a focused narrative review of literature on second language writing, educational technology, collaborative writing, automated feedback, and formative assessment. On this basis, it proposes a classroom model combining an initial draft, selected feedback, a revised text, and a brief learner reflection. The model prioritises meaningful changes in content and organisation alongside grammatical accuracy. Particular attention is given to teacher guidance, accessible technology, individual authorship, and the evaluation of independent writing. The article offers practical criteria for analysing revision quality and outlines a possible design for subsequent classroom research. It concludes that digital portfolios should be evaluated through learners’ reasoning and transfer of learning rather than through the number of corrections or platform activities alone.