THE EFFECTIVENESS OF TASK-BASED LANGUAGE TEACHING (TBLT) IN UZBEK CLASSROOMS
DOI:
https://doi.org/10.47390/SPR1342V5I10Y2025N90Keywords:
Task-Based Language Teaching (TBLT); communicative competence; language education in Uzbekistan; learner autonomy; motivation; teacher training; assessment; classroom interaction, global recognition, role-playing, traditional teaching, teacher training, communication, grammar, vocabulary, fluency.Abstract
This text explores the effectiveness of Task-Based Language Teaching (TBLT) in Uzbek classrooms, emphasizing its benefits in improving communicative competence, learner engagement, and student-centered instruction. It notes that while TBLT aligns well with Uzbekistan’s educational goals, challenges such as limited teacher training, resource constraints, and misaligned assessment practices hinder its full implementation.
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