KURS ISHI

INTRODUCTION . The number of students enrolled in English language courses across all educational levels in Uzbekistan has witnessed a substantial increase, reaching approximately 3.5 million individuals in 2023, representing a 15% growth from the previous year, as reported by the Ministry of Public Education of the Republic of Uzbekistan [1]. Furthermore, the share of Uzbekistani graduates successfully passing international English proficiency tests, such as IELTS and TOEFL, has risen by 12% over the last two years, indicating a growing demand for effective teaching methodologies that can translate into measurable improvements in language acquisition [2]. Globally, the market for English language learning (ELL) products and services was valued at approximately $58.1 billion in 2022 and is projected to reach $100.8 billion by 2030, growing at a compound annual growth rate (CAGR) of 7.2% [3]. This global expansion highlights the increasing importance of English as a lingua franca in international business, diplomacy, and academic exchange, making the development of robust English language teaching (ELT) frameworks a critical national priority. Despite significant governmental efforts and increased public interest, the current methods of English language teaching in Uzbekistan face persistent challenges that necessitate a comprehensive re-evaluation and strategic overhaul. A substantial proportion of learners, estimated at 45% based on internal Ministry of Higher Education, Science and Innovation surveys, still struggle to achieve advanced levels of communicative competence, highlighting a gap between instructional inputs and desired outputs [4]. The prevailing pedagogical approaches often prioritize grammar-translation and rote memorization over the development of practical communicative skills, leading to a deficiency in Learner Autonomy and Intercultural Competence among graduates [5]. Furthermore, the integration of modern educational technologies and Blended Learning approaches remains uneven across educational institutions, with only 30% of schools fully leveraging digital platforms for ELT, as indicated by a recent survey conducted by the Agency for Presidential Educational Institutions [6]. Hymes [7], for instance, demonstrated the critical importance of Communicative Competence, arguing that language learning should focus on the ability to use langu ...