KURS ISHI

INTRODUCTION According to the Ministry of Higher Education, Science and Innovations, the total enrollment in higher education institutions in Uzbekistan reached 1.1 million students in the 2023-2024 academic year, reflecting a significant increase in demand for quality language education, including English [1]. Within this burgeoning educational landscape, the proficiency of listening skills among English as a Foreign Language (EFL) learners remains a critical concern. A recent survey conducted by the National Centre for State Testing indicated that less than 30% of high school graduates in Uzbekistan achieved B2 level proficiency in listening comprehension in English, highlighting a persistent gap between educational goals and actual student outcomes [2]. The economic implications of improved English proficiency are substantial, with individuals demonstrating advanced language skills potentially earning 10-15% higher salaries in certain sectors [3]. In an era dominated by digital media and international collaboration, the ability to comprehend spoken English from diverse accents and contexts is paramount for accessing information, participating in global discourse, and thriving in multinational work environments. Despite the recognized importance, many educational institutions in Uzbekistan continue to grapple with traditional teaching methodologies that often prioritize grammar and reading over authentic listening practice. This results in learners struggling with real-time comprehension, inferential listening, and the processing of unscripted speech, as identified by numerous educators during regional seminars organized by the Ministry of Public Education in 2023 [4]. The ongoing challenges include a lack of authentic, contextualized listening materials, insufficient teacher training in modern listening pedagogy, and the prevalence of an affective filter among students due to anxiety and low confidence in their listening abilities, which directly impacts their acquisition process [5]. Addressing these multifaceted problems is crucial for equipping learners with the communicative competence necessary to navigate the complexities of global interaction. John Field (2008) significantly advanced the understanding of listening as a dynamic, cognitive process, distinguishing it from mere decoding and emphasizing the role of strategic processing in comprehension ...