CHALLENGES AND SOLUTIONS IN TEACHING ENGLISH AS A FOREIGN LANGUAGE IN UZBEKISTAN
DOI:
https://doi.org/10.5281/zenodo.21452349Keywords:
Keywords: English as a foreign language, EFL, language teaching, Uzbekistan, communicative approach, teacher development, assessment reform, language policy, motivation.Abstract
Abstract. This article examines the principal difficulties encountered in the teaching of English as a foreign language (EFL) within the educational system of Uzbekistan and proposes a set of practical measures to address them. Drawing on the socio-linguistic situation of the country, the study identifies several interrelated obstacles: the limited presence of English beyond the classroom, uneven professional preparation of teachers, the persistence of grammar-oriented instruction, examination formats that reward memorisation rather than communication, insufficient learning materials adapted to local needs, and fluctuating learner motivation. In response, the article outlines a coordinated strategy that combines sustained teacher development, a shift towards communicative and task-based instruction, the reasonable integration of digital tools, reform of assessment practices, and the cultivation of an environment in which learners regularly use the language for authentic purposes. The discussion is intended to inform teachers, curriculum designers, and educational administrators seeking to raise the quality of English instruction across the republic.
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