Academicia a n I n t e r n a t I o n a L

2 
Sharon 
28 
24 
26.5 
24 
27 
128.5 
3 
Diana 
21 
27 
26 
22 
26 
122 
4 
Gigi 
20 
21 
21 
23 
21 
106 
5 
Helena 
17 
16 
23 
25 
20 
101 
CEFR results (30 points maximum for each section) also confirm the above mentioned 
supposition that listening and speaking abilities of students are superior to their academic 
reading, with an exception of writing as the tasks given, namely a letter and a story, both of 
which were not academic writing task. This proposes that literary writing skills are adequate, 
which somehow must be used to enhance academic ones. The lexical resource and grammar 
results are also much positive, originated because of the long criticized rote-learning style that 
mainly focused on them. 
English score test app results: 
№ 
Name 
Listening Reading Grammar Vocabulary Level 
1 
Russel 
100 
83 
96 
92 
C1 
2 
Sharon 
92 
83 
83 
92 
C1 
3 
Diana 
92 
75 
88 
96 
C1 
4 
Adam 
75 
67 
83 
96 
C1 
5 
Kennedy 
67 
83 
83 
75 
B2 
According to percentages of the correct answers in each section, it can again be inferred that 
Uzbek students have more difficulty with academic reading rather than listening. Hence, this 
condition must be alleviated. There should be some simplified, innovative ways of doing it for 
the students have sufficient grammar and vocabulary as have been proved by two formal exams 
mentioned.
SIMPLIFIED STRATEGY 1: ANALYTICAL READING 
As it has been proved reading skills of students, which play a dominant role in forming academic 
writing skills as well, are proved to be insufficient. Thus, an analytical reading strategy is 
proposed to be used, which is believed to be extremely useful to comprehend, remember and use 
the unique features of academic reading passages. Reading each part of scientific article is 
suggested in the following methods: