MODERN ENGLISH LANGUAGE TEACHING METHODOLOGY IN THE UZBEK HIGHER EDUCATION CONTEXT: BRIDGING THEORY AND PRACTICE

Abstract

English Language Teaching (ELT) methodology has undergone significant transformations in recent decades, shifting from traditional grammar-translation methods toward communicative, task-based, and technology-enhanced approaches. This study examines the effectiveness of modern ELT methodologies in Uzbek universities and explores how they can be best adapted to the local educational context. Using a mixed-methods approach, data were collected from 190 undergraduate students and 22 EFL teachers across three universities in Tashkent and Samarkand over 16 weeks. The research focused on Communicative Language Teaching (CLT), Task-Based Language Teaching (TBLT), Content and Language Integrated Learning (CLIL), and blended learning models. Results demonstrated that the integration of modern methodologies significantly improved students’ communicative competence, motivation, and critical thinking skills (p < 0.001). However, challenges such as large class sizes, limited resources, teacher training gaps, and traditional assessment practices remain prominent. The study proposes a context-specific ELT methodology framework for Uzbek higher education and provides practical recommendations for curriculum developers and teachers.