KURS ISHI

INTRODUCTION . For instance, the number of students enrolled in foreign language programs across general secondary education institutions in Uzbekistan increased by 15% from 2021 to 2023, reaching over 4.2 million students in 2023 [1]. Concurrently, the volume of English language proficiency test takers (e.g., IELTS, TOEFL) in Uzbekistan surged by 22% in 2023 compared to the previous year, highlighting a growing national aspiration for international communication and academic mobility [2]. This upward trend is further underscored by the "Uzbekistan 2030" strategy, which identifies foreign language proficiency as a key driver for economic diversification and enhanced international competitiveness, aiming to double the number of citizens fluent in at least one foreign language by 2030 [3]. Such national priorities necessitate a rigorous examination of pedagogical methodologies, particularly those that maximize learning outcomes and equip learners with practical, real-world communication skills. Despite the pronounced increase in language learning efforts, significant challenges persist in achieving comprehensive communicative competence among learners. Traditional methodologies often compartmentalize language skills, treating listening, speaking, reading, and writing as discrete entities, which can lead to fragmented learning experiences and hinder the development of integrated proficiency necessary for authentic communication [4]. This fragmented approach is reflected in observations where students may demonstrate strong grammatical knowledge or reading comprehension but struggle with spontaneous oral production or coherent written expression [5]. The integration of language skills offers a promising solution by promoting simultaneous development and application, thereby addressing the limitations of isolated skill instruction and preparing learners more effectively for complex communicative scenarios. H. D. Brown (2007) [6] emphasized the interconnectedness of language skills, arguing that authentic language use inherently requires the simultaneous engagement of multiple skills, thereby advocating for instructional practices that mirror this reality. N. S. Prabhu (2009) [7] further demonstrated the efficacy of a task-based approach in fostering integrated skills, highlighting how meaningful tasks naturally prompt learners to utilize a combination of listen ...