This research investigates the effectiveness of a product-oriented method in teaching English writingto EFL learners in Uzbekistan, specifically within the university setting. Although the productorientedmethod emphasizes creating precise, well-organized texts, its appropriateness for enhancingcommunicative competence remains a topic of ongoing discussion. The study involves 60 universitystudents over a span of 10 weeks and evaluates their writing skills using pre- and post-tests, alongwith student questionnaires. The results indicate that, while the product-oriented method is successfulin enhancing grammatical accuracy, sentence formation, and organization of texts, it does notsignificantly promote creativity, development of ideas, or the expression of an authentic voice instudents' writing. The study recommends integrating elements of the process approach to offer a morebalanced framework for Uzbek EFL learners, fostering both formal writing skills and critical thinking.