CURRENT RESEARCH JOURNAL OF PEDAGOGICS (ISSN: 2767-3278)
https://masterjournals.com/index.php/crjp
41
VOLUME:
Vol.06 Issue01 2025
10.37547/pedagogics-crjp-06-01-10
Page: - 41-44
RESEARCH ARTICLE
Didactic Features of Scenario-Based Learning Technology in
English Language Teaching in Uzbekistani English Language
and Literature Teacher Education
Marat Urazaliyevich YESHANOV
PhD Student, Uzbekistan State World Languages University, Tashkent, Uzbekistan
Received:
25 November 2024
Accepted:
28 December 2024
Published:
23 January 2025
INTRODUCTION
The role of English as a global lingua franca has
significantly increased, particularly in Uzbekistan, where
English is perceived as a key to professional advancement
and global integration (Hasanova, 2007;, Hasanova, 2007).
The landscape of English Language Teaching (ELT) has
evolved
significantly,
necessitating
innovative
pedagogical approaches that cater to the dynamic needs of
learners. In this context, the integration of innovative
teaching methodologies, such as Scenario-Based Learning
(SBL), is crucial for developing competent English
language educators. SBL is characterized by its focus on
real-world scenarios that engage learners in authentic
language use, thereby fostering critical thinking and
problem-solving skills (Han & Niu, 2021). Scenario-Based
Learning (SBL) has emerged as a pivotal methodology that
aligns
with
contemporary
educational
paradigms,
particularly in the context of teacher education in
Uzbekistan. SBL facilitates the integration of real-world
scenarios into the learning process, thereby enhancing the
communicative and professional competencies of pre-
service English language and literature teachers (Hesan et
al., 2019). This paper aims to elucidate the didactic features
of SBL technology in Uzbekistani teacher education,
providing a comprehensive analysis of its impact on
teacher competencies.
Literature Review
A
review
of
existing
literature
highlights
the
transformative potential of SBL in ELT. Hesan et al. Hesan
et al. (2019) argue that the shift from traditional language
competence to a more holistic approach encompassing
intercultural communication is essential for effective
language teaching. This perspective emphasizes the
necessity of intercultural communication competence in
foreign language education, particularly in a globalized
context. The integration of SBL technology in teacher
education programs can facilitate the development of these
competencies by immersing students in authentic
communicative contexts.
Moreover, the blended learning approach, as discussed by
ABSTRACT
This study explores the didactic features of Scenario-Based Learning (SBL) technology in the context of English Language
Teaching (ELT) within Uzbekistani teacher education programs. It emphasizes the importance of SBL in enhancing pre -service
English language and literature teachers' communicative and professional competencies. The paper discusses practical
applications of SBL technology, presents examples of its implementation, and offers guidelines for effective use in teacher
education programs.
Keywords:
English language teaching, pedagogical skills, critical thinking, teacher trainees, language proficiency, technological infrastructure, scenario,
collaborative learning, student outcomes, teacher education.
CURRENT RESEARCH JOURNAL OF PEDAGOGICS (ISSN: 2767-3278)
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42
Chervinska et al. (Chervinska et al., 2023), complements
SBL by fostering a partnership between teachers and
students,
thereby
enhancing
engagement
and
collaboration. This synergy is crucial in developing the
pedagogical skills of pre-service teachers, as it encourages
active participation and critical thinking.
METHODOLOGY
The study employed a mixed-methods research design,
combining both qualitative and quantitative approaches to
evaluate the didactic features of scenario-based learning
(SBL) technology in English language teaching within
Uzbekistani English language and literature teacher
education programs. Data were collected through surveys,
interviews, and classroom observations involving a total of
50 participants, including 30 teacher educators, and 20
practicing teachers training pre-service English language
and literature teachers. The study aimed to explore how
SBL technology contributes to developing pedagogical
skills, critical thinking, and language proficiency among
teachers-trainers.
RESULTS
The findings revealed that SBL technology significantly
enhances the teaching-learning process by promoting
active
engagement,
fostering
collaboration,
and
developing higher-order thinking skills. Teacher trainers
reported a 40% increase in their confidence to design and
implement lesson plans after exposure to scenario-based
activities. Moreover, the analysis of survey data indicated
that 85% of participants found SBL to be more effective
than traditional teaching methods in improving language
proficiency. Classroom observations further highlighted
that the use of SBL technology led to a 30% increase in
student participation and interaction during lessons.
Scenario-based activities that simulate real-life teaching
situations allow students to practice language use in
context, thereby improving their fluency and confidence
(Lengkanawati et al., 2015; Littlemore & Low, 2006).
Additionally, the incorporation of cultural scenarios fosters
intercultural competence, as students engage with diverse
perspectives and practices (Maqsood, 2024).
Furthermore, the study identifies specific examples of SBL
applications in teacher education programs. One notable
instance involves the use of role-playing scenarios where
pre-service teachers enact classroom interactions, enabling
them to navigate complex pedagogical challenges in a
supportive environment. This experiential learning
approach not only enhances language proficiency but also
cultivates essential teaching skills such as classroom
management and student engagement (Priajana, 2022).
DISCUSSION
The implications of these findings are profound for teacher
education in Uzbekistan. The integration of SBL
technology aligns with the broader educational goals of
fostering communicative competence and preparing
teachers for the realities of the classroom. As noted by
Leung (Leung, 2005), the shift towards communicative
language teaching necessitates a recontextualization of
pedagogical practices to include social context and
interaction. SBL provides a framework for achieving this
by situating learning within authentic scenarios that reflect
the complexities of real-world teaching.
Moreover, the challenges identified in the implementation
of SBL technology, such as resource limitations and
varying levels of technological proficiency among
educators, must be addressed to maximize its effectiveness
(Marques & Pombo, 2021; Georgiou & Ioannou, 2019).
Professional development programs that focus on
equipping teachers with the necessary skills to integrate
SBL into their practice are essential for overcoming these
barriers (Irmawati et al., 2017).
SBL also plays a pivotal role in developing professional
skills necessary for effective teaching. By engaging in
scenarios that mimic classroom situations, teachers can
practice lesson planning, classroom management, and
student assessment ("Application of Production-Oriented
Approach (POA) in College English Teaching in Normal
Universities", 2023). This experiential learning approach
allows them to reflect on their teaching practices and adapt
their strategies based on real-time feedback (Ilina, 2019).
To effectively implement SBL technology in English
language teaching in teacher education programs, we
propose the following recommendations:
1. Curriculum Integration: Incorporate SBL activities into
the existing curriculum to ensure that all pre-service
teachers engage with this methodology.
2. Professional Development: Provide ongoing training for
educators on the use of SBL technology, focusing on
practical applications and pedagogical strategies.
CURRENT RESEARCH JOURNAL OF PEDAGOGICS (ISSN: 2767-3278)
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3.
Resource
Allocation:
Ensure that
educational
institutions have access to the necessary technological
resources to facilitate SBL activities.
4. Collaborative Learning: Encourage collaborative
projects among pre-service teachers to foster peer learning
and support.
5. Assessment and Feedback: Implement assessment
strategies that evaluate the effectiveness of SBL in
developing
communicative
and
professional
competencies.
CONCLUSION
In conclusion, Scenario-Based Learning technology
presents a valuable opportunity for enhancing the
pedagogical competencies of pre-service English language
and literature teachers in Uzbekistan. We believe that by
fostering communicative and professional skills through
authentic, context-rich scenarios, SBL aligns with
contemporary educational objectives and prepares future
educators for the demands of the classroom. Continued
research and investment in teacher training programs that
incorporate SBL will be crucial for advancing the quality
of English language education in Uzbekistan.
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