KURS ISHI

INTRODUCTION The development of active vocabulary among English language learners holds paramount importance in Uzbekistan, where the number of students enrolled in English as a Foreign Language (EFL) programs reached over 2.5 million in 2023, representing a 15% increase from the previous year, as reported by the Ministry of Preschool and School Education of the Republic of Uzbekistan [1]. While a significant number of learners can recognize and understand a wide range of English words in listening and reading (passive vocabulary), their ability to spontaneously recall and employ these words in speaking and writing for effective communication (active vocabulary) is often limited, impacting their overall communicative competence and academic performance [2]. The average active vocabulary of an intermediate Uzbek EFL learner is estimated to be around 2,000-3,000 words, significantly lower than the 5,000-7,000 words considered essential for fluent academic and professional communication [3]. The contemporary educational landscape, particularly in the post-pandemic era, emphasizes not just memorization but the practical application of linguistic skills. Despite extensive investment in digital learning resources and language laboratories across Uzbek universities and schools, with the government allocating approximately $50 million towards educational technologies in 2022 [4], the persistent gap between learners' receptive and productive vocabulary skills suggests that existing pedagogical approaches may not fully address the dynamic needs of active vocabulary development. Traditional methods often prioritize explicit grammar instruction and rote memorization, which, while foundational, frequently fail to foster the automaticity and fluency required for real-world communication. The integration of writing as a deliberate strategy for active vocabulary development offers a promising avenue to bridge this gap, as it inherently requires learners to retrieve, select, and manipulate words in a meaningful context, thereby solidifying their command over the lexicon and enhancing their cognitive processing of language [5]. This approach is particularly relevant given the global shift towards content-integrated language learning and the increasing demand for strong written communication skills in academic and professional spheres, yet a comprehensive framework specifica ...