Eurasian Journal of Social Sciences, Philosophy and Culture 5-jild 12-son (2025) · 15–19-betlar

INNOVATIVE APPROACHES TO TEACHING ENGLISH IN UZBEKISTAN: PEDAGOGICAL CHALLENGES, CLASSROOM PRACTICES, AND PRACTICAL IMPLICATIONS

Barno, Askarova

DOI: 10.5281/zenodo.18092066 · Manbada o'qish → · PDF (manba serverida)

Annotatsiya

In recent years, English language education has become a strategic priority in Uzbekistan due to the country’s increasing integration into global academic, economic, and cultural spheres. National educational reforms have emphasized early foreign language instruction, international assessment frameworks, and continuous teacher development. However, despite these initiatives, challenges persist in classroom practice, particularly in the development of learners’ communicative competence and academic writing skills. This article examines contemporary approaches to teaching English in Uzbekistan, focusing on methodological challenges, pedagogical strategies, and alignment with international assessment standards such as IELTS. In addition to theoretical analysis, the study includes a classroom-based case study illustrating the implementation of structured writing instruction in an Uzbek learning context. The findings suggest that sustainable improvement in English language teaching requires a balanced integration of communicative methodologies, structured skill development, and contextual adaptation to local educational realities.

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