Xorijiy lingvistika va lingvodidaktika –
Зарубежная лингвистика и
лингводидактика – Foreign
Linguistics and Linguodidactics
Journal home page:
https://inscience.uz/index.php/foreign-linguistics
Enhancing learner autonomy in ELT through effective
lesson planning in Uzbek schools
Feruza MASHARIPOVA
1
, Gulandam SAPARBAYEVA
2
, Dina MAMIRBAEVA
3
Urgench State University
Nukus State Pedagogical Institute
ARTICLE INFO
ABSTRACT
Article history:
Received September 2024
Received in revised form
10 October 2024
Accepted 25 October 2024
Available online
15 November 2024
Teachers’ perspectives on lesson planning can differ greatly from
person to person. This study examines the most important aspects of
lesson planning for building learner autonomy in English Language
Teaching (ELT). Additionally, many students of foreign languages
have few opportunities to practice their target language (TL) outside
of the classroom, making it crucial for aspiring learners to use that
language as frequently as possible. The goal, therefore, is to build a
practical foundation for language use in the classroom, working
towards a point where students can learn and practice on their own
– in other words, to foster learner autonomy through effective lesson
planning. To this end, it is important to make the classroom
experience as encouraging as possible, both in attitude and material.
A lesson that is both relevant and meaningful to students will
improve their willingness to participate, promote learner creativity,
eliminate boredom, and increase motivation. Planned classes should
be realistic about the length and difficulty of each activity, and
instructors should be prepared to “fill in the gaps” when activities
take too much, or too little, time. This paper analyzes and provides
suggestions for enhancing learner autonomy in ELT through
effective lesson planning in Uzbek schools – specifically in the context
of the English-Speaking Nation (ESN) training program, which
addresses some of the challenges faced by Uzbek schools. The
authors hope that the current article serves as a guideline for future
English language teachers on lesson planning and promotes learner
autonomy.
2181-3701/© 2024 in Science LLC.
https://doi.org/10.47689/2181-3701-vol2-iss6-pp175-191
This is an open-access article under the Attribution 4.0 International
(CC BY 4.0) license (
https://creativecommons.org/licenses/by/4.0/deed.ru
Keywords:
learner autonomy,
lesson planning,
SMART objectives,
reflection,
Bloom’s taxonomy,
Scaffolding,
measurable objectives,
student engagement.
1
PhD, Associate Professor, English Language and Literature Department, Urgench State University. Urgench,
Uzbekistan. E-mail: masharipova07@gmail.com
2
PhD, Associate Professor, Translation Theory and Practice Department, Urgench State University. Urgench,
Uzbekistan. E-mail: gulandoms1976@gmail.com
3
PhD, Associate Professor, English Language and Literature Department, Nukus State Pedagogical Institute. Nukus,
Uzbekistan. E-mail: dinamamirbaeva9@gmail.com
Xorijiy lingvistika va lingvodidaktika – Зарубежная лингвистика
и лингводидактика – Foreign Linguistics and Linguodidactics
Issue – 2 № 6 (2024) / ISSN 2181-3701
176
O‘zbek maktablarida ingliz tili o‘qitishda darsni samarali
rejalashtirish orqali o‘quvchilarning avtonomiyasini
takomillashtirish
ANNOTATSIYA
Kalit so‘zlar:
mustaqil ta’lim olish
qobiliyati,
darsni rejalashtirish,
SMART maqsadlari,
tahlil,
Bloom taksonomiyasi,
havoza yondashuvi,
aniq maqsadlar,
o‘quvchi ishtiroki faolligi.
O‘qituvchilarning dars rejalashtirishga bo‘lgan qarashlari,
nazariyalari bir-biridan sezilarli darajada farq qilishi mumkin.
Mazkur maqola ingliz tili o‘qitish (ELT) sohasida o‘quvchilar
ta’lim olish mustaqilligini shakllantirish uchun dars
rejalashtirishning eng muhim jihatlarini tadqiq qiladi. Ko‘pchilik
xorijiy til o‘rganuvchilarining o‘rganayotgan tilni (TL) darsdan
tashqarida qo‘llash imkoniyati kam, shu bois ular ushbu tilni
imkon qadar ko‘proq qo‘llashi muhimdir. Maqsad – dars
davomida tilni amaliy qo‘llash uchun asos yaratish va o‘quvchilar
mustaqil ravishda ta’lim olishlari va mashqlarni muntazam
ravishda qilishlari zarurdir, ya’ni dars rejalashtirish orqali
o‘quvchilar mustaqilligini shakllantirishdir. Buning uchun dars
jarayonidagi tajribani ijobiy qilish, o‘quv materiallari va
o‘qituvchi-o‘quvchi munosabatni rag‘batlantiruvchi darajada
tashkil etish zarur. Ta’lim oluvchilar ehtiyojlariga mos va ma’no
jihatdan ahamiyatli bo‘lgan dars ularning ishtirok etishga bo‘lgan
ishtiyoqini
oshiradi,
ijodkorlikni
rag‘batlantiradi
va
motivatsiyani oshiradi. Rejalashtirilgan darslar har bir
faoliyatning davomiyligi va qiyinligiga nisbatan realistik bo‘lishi
kerak, shuningdek, o‘qituvchilar faoliyatlarga taqsimlangan
vaqtdan unumli foydalanishlari kerak. Ushbu maqola o‘zbek
maktablarida, xususan, ingliz tilining ESN (English-Speaking
Nation) dasturi doirasida dars rejalashtirish orqali o‘quvchilar
mustaqilligini oshirish uchun tavsiyalar beradi va mavjud
muammolarni hal etishga qaratilgan. Ushbu maqola bo‘lajak
ingliz tili o‘qituvchilari uchun dars rejalashtirish bo‘yicha
qo‘llanma bo‘lib xizmat qilishi va o‘quvchilar mustaqil ta’lim
olish qobiliyatlarini samaradorligini oshirishga xizmat qiladi.
Повышение автономности учащихся при обучении
английского языка через эффективное планирование
уроков в узбекских школах
АННОТАЦИЯ
Ключевые слова:
автономия учащегося,
планирование уроков,
SMART-цели,
рефлекcия,
таксономия Блума,
скаффолдинг,
определенные цели,
вовлеченность студентов.
В данной статье анализируются ключевые аспекты
планирования уроков, направленные на развитие
автономии учащихся в процессе изучения английского
языка. Учитывается, что многие студенты, изучающие
иностранные языки, сталкиваются с ограниченными
возможностями для практики вне класса. Статья
подчеркивает необходимость частого использования
Xorijiy lingvistika va lingvodidaktika – Зарубежная лингвистика
и лингводидактика – Foreign Linguistics and Linguodidactics
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английского языка в образовательной среде, что особенно
важно для начинающих учеников. Исследование нацелено
на создание практической основы для использования языка
в классе и на развитие учащихся, способных самостоятельно
учиться
и
практиковаться.
Отмечается
важность
мотивирующих уроков, актуальных и значимых для
учащихся, что способствует их участию, творческому
развитию и повышает мотивацию. При планировании
уроков учителя должны учитывать реалистичность
продолжительности и сложности каждого задания, а также
быть готовы к корректировке времени, необходимого для
выполнения заданий. Статья также рассматривает
рекомендации для повышения автономии учащихся в
узбекских школах в контексте программы English-Speaking
Nation, что поможет решить ряд проблем, с которыми
сталкиваются местные образовательные учреждения.
Авторы надеются, что эта статья станет полезным
руководством для будущих преподавателей английского
языка и будет способствовать развитию автономии
учащихся.
INTRODUCTION
Lesson planning is a fundamental part of delivering learner-centered, objective-
focused English lessons. However, creating holistic, well-sequenced lesson plans can be
challenging for teachers. Many teachers in multiple regions of Uzbekistan have been found,
both observationally and in professional training, to rely solely on daily lesson guides to
present their lessons. Although these guides are helpful, depending on them alone can fail
to meet overall learning objectives and create disconnected lessons.
Effective lesson planning plays a crucial role in fostering learner autonomy by
providing a structured yet flexible framework that empowers students to take charge of
their learning. By clearly outlining objectives, resources, and activities, well-designed
lesson plans create a guideline that leads students throughout the learning process. This
structure helps learners understand both what is expected of them and what they need to
achieve, allowing them to set personal goals and monitor their progress. Moreover, when
lesson plans incorporate opportunities for choice and self-directed learning, learners are
encouraged to explore topics of personal interest and develop both critical thinking and
problem-solving skills – all of which are essential for autonomous learning.
In addition to promoting self-regulation, effective lesson planning also supports
learner autonomy by fostering a supportive and engaging learning environment.
By including diverse and interactive activities such as group work, discussions, and hands-
on projects, teachers can create a dynamic classroom atmosphere that motivates learners
to actively participate and take ownership of their learning. Furthermore, lesson plans that
integrate formative assessments and feedback mechanisms enable students to reflect on
their performance, identify areas for improvement, and take practical steps to enhance
their understanding. This ongoing cycle of planning, acting, and reflecting nurtures a sense
of responsibility and independence in learners, ultimately leading to greater autonomy
and lifelong learning skills.
Xorijiy lingvistika va lingvodidaktika – Зарубежная лингвистика
и лингводидактика – Foreign Linguistics and Linguodidactics
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The rapid development of international collaboration throughout the first part of
the 20th century has significantly affected the teaching of English as one of the major world
languages. English language teaching attracted the close interest of educators and has
since developed into its unique part of the global education system. Still, while interest
shifted to English as the focus of instruction, the means of that instruction remained the
same. Most teachers in Uzbek schools remained “textbook-based” teachers, reading and
lecturing off the same textbooks used year after year without branching off into interactive,
or native-authentic, materials. This more-academic, less practical style of teaching and
learning is further reinforced in higher education institutions, which give more theory-
based writing and research assignments rather than practical ones. As a result, some
English language teachers graduate and go to work without sufficient knowledge of, and
experience in, teaching. Still, even with a background that has historically prioritized
theory over application, most instructors will be able to achieve huge improvements in
student participation and learning through the use of interactive lesson activities and the
adoption of other contemporary language teaching principles. Creating and following a
robust lesson plan, in conjunction with the language learning and teaching concepts, forms
and enhances 21st-century English language teachers who are both autonomous and
productive – much to the benefit of the student-learners studying under them.
In this vein, this article presents the results of a professional training course for
18,000 English language teachers across the Republic of Uzbekistan, utilizing the training
and cascade-style training conducted within the framework of the English Speaking Nation
(ESN) Program of the American Councils in Uzbekistan. The 6 Principles for Exemplary
Teaching of English Learners serves as the foundation for lesson planning, applicable for
all grades and across all students, including young adolescent learners [9]. This project
took place within the framework of the ESN project of the American Councils on
International Education in 2020–2024.
The 6 Principles for Exemplary Teaching of English Learners are universal
guidelines derived from extensive research in language pedagogy and language acquisition
theory. These principles serve as benchmarks for teaching excellence, designed to enhance
the quality of English language instruction. Each principle offers a framework for creating
effective, inclusive, and engaging learning environments that cater to the diverse needs of
English language learners. By incorporating these principles, educators can ensure that
their teaching methods are grounded in proven strategies that promote language
development and learner autonomy.
Previous works [7] have already addressed issues related to the development of
Content-based Instruction (CBI) and methods of enhancing linguistic competence. This
article, comparatively, focuses specifically on the concept of lesson planning in ELT,
including elements (objectives, sequencing, interaction, differentiation, assessment,
materials, contingency plan), stages, and
reflection in
this area.
LITERATURE REVIEW
Lesson planning is as old as teaching itself, but continues to develop and grow in
pace with new technological advances. As any modern motorist or taxi driver needs a GPS
to reach a new destination, modern teachers need to plan lessons to lead their students to
this terra nova of studying. Lesson planning is a core of teacher training programs, and it
is one of the main focuses of the ESN Program, which has worked in Uzbekistan from 2020
to 2024. Having served as Core Trainers in this program, the authors share their
Xorijiy lingvistika va lingvodidaktika – Зарубежная лингвистика
и лингводидактика – Foreign Linguistics and Linguodidactics
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experience in teaching lesson planning to other teachers, focusing on what is specific about
lesson planning in ELT and what is new in this for English teachers from Uzbekistan.
Designing a strong lesson plan involves more than looking at a daily guide.
It includes identifying the overall unit and lesson objectives, choosing engaging activities
that are age and level appropriate, and selecting assessment methods to determine
whether students attained the objectives [6, 8, 9]. Lesson planning also consists of
considering new teaching techniques and methodologies to use during activities and
assessments, as well as reflecting on the successes and challenges of the lesson.
Views on lesson planning vary from time to time to accommodate the demands of
strategies and tactics meant to achieve a specific objective. Lesson planning has a relatively
small number of theoretical perspectives, most of which concentrate on a language’s
vocabulary, grammar, and pronunciation; more recently, approaches have focused on
more specific language skills like speaking, writing, listening, and reading [1]. Lesson plans
are crucial because they enable language instructors to maximize class time by being
purposeful, well-organized, and topic-focused. Because they know they are prepared and
will maximize class time, teachers who have a well-crafted lesson plan can also enter the
classroom with greater confidence. Furthermore, useful lesson plans can serve as a record
of class time, enabling competent, introspective educators to reevaluate, assess their
instruction (what worked and what didn't), and then make improvements going forward.
Lesson planning can be especially helpful for seasoned teachers, even though it might seem
more crucial for new instructors.
To help novice teachers develop their lesson plans, the trainers will walk trainees
through holistic lesson planning. This consists of analyzing a textbook unit, identifying the
overall objectives of the unit and lessons, and determining which textbook activities will
best help students reach the objective. This also entails determining learning techniques
to make the textbook activities engaging, as well as using resources and activities outside
the textbook to engage students and promote learning.
Sequencing and structuring elements of the lesson procedure are key factors in
language teaching. Structuring and sequencing language materials, teaching methodology,
elements, and activities are important for the organization of a good lesson. Opinions may
differ from topic to topic on the best practices for teaching, ranging from a more traditional
to a postmodern point of view.
The main elements of a strong lesson plan are objectives, instructions, activities,
assessment, timing, learners, warm-up topics, and materials, according to TESOL
instructors Lisa Mann, Gena Bennett, and Nancy Ackles. A good lesson plan helps teachers
make the best use of class time, provides more confidence to teachers, and allows
opportunities for reflection and improvement – even for experienced teachers, who can
draw upon their years or decades of experience and learn how best to integrate modern
techniques. Although a textbook is a useful tool for teaching, it shouldn't be the only way
that students learn; the idea is to teach them to use the textbook as part of a larger lesson
plan rather than as their sole daily activity.
DISCUSSION
The 6 Principles for Exemplary Teaching of English Learners represent a
comprehensive set of guidelines aimed at enhancing the quality of English language
instruction. These principles have been developed by the TESOL International Association
and are grounded in decades of research in language pedagogy and language acquisition
Xorijiy lingvistika va lingvodidaktika – Зарубежная лингвистика
и лингводидактика – Foreign Linguistics and Linguodidactics
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theory. They serve as universal benchmarks for teaching excellence and are designed to
support educators in delivering effective and inclusive English language programs [11].
The principles offer a robust framework for teachers, guiding them through
essential aspects of language instruction from understanding their learners to
collaborating within a professional community. By adhering to these principles, educators
can create optimal learning environments that foster language development and learner
autonomy. TESOL Press has also published a series of books and quick guides that provide
additional resources and practical applications of these principles [12]. These 6 Principles
include:
Know your learners
Create conditions for language learning
Design high-quality lessons for language development
Adapt lesson delivery as needed
Monitor and assess student language development
Engage and collaborate within a community of practice
These principles are not only integral to classroom instruction but also extend to the
broader roles teachers play as mentors, advocates, and resources for their colleagues. By
implementing these 6 principles, educators can ensure that their teaching practices are
aligned with the highest standards of excellence in English language education.
In this article, it was considered permissible to focus on the 6 principles of model
education as the basis of lesson planning. They were analyzed in detail, and, when used in the
course of the lesson, will greatly help students to become independent language learners.
Principle 1: Know your learners
Principle 1 emphasizes the importance of understanding students' backgrounds to
create more effective and engaging lessons. By learning about their individual students'
families, languages, cultures, and educational experiences, teachers can tailor their
teaching strategies to meet the diverse needs of their class. This foundational knowledge
helps teachers build meaningful connections with their students, fostering a supportive
learning environment. Additionally, by incorporating students’ cultural and linguistic
resources into the classroom, teachers create a more inclusive and relatable learning
experience, which empowers students to take ownership of their education.
Furthermore, by embracing and leveraging the resources that learners bring to the
classroom, teachers can enhance learning outcomes. This practice involves recognizing
and valuing the unique contributions each student makes and using these contributions to
enrich the educational experience for all students. As a result, students feel respected and
valued, which boosts their confidence and motivation to engage actively in their learning
process. This empowerment is a crucial aspect of fostering learner autonomy, as students
become more self-directed and invested in their educational journey.
Principle 2: Create Conditions for Language Learning
Principle 2 underscores the necessity of creating a supportive classroom
environment conducive for language learning. Teachers are tasked with establishing a
classroom culture where students feel comfortable and safe, which is crucial for effective
language acquisition. This involves making thoughtful decisions about the physical setup
of the classroom, the selection of materials, and fostering positive social interactions
among students.
This principle promotes learner autonomy by focusing on reducing student anxiety
and building trust within the classroom. When teachers create an emotionally positive and
Xorijiy lingvistika va lingvodidaktika – Зарубежная лингвистика
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organized environment, students are more likely to participate actively and take risks in
their learning. By demonstrating high expectations and belief in the success of all learners,
teachers empower students to strive for their best, fostering a sense of agency and self-
efficacy. This supportive atmosphere encourages students to take charge of their learning
journey, increasing their motivation and engagement.
Moreover, by planning instruction that enhances and supports student motivation,
teachers can create lessons that are both challenging and attainable. This involves using a
variety of instructional strategies that cater to different learning styles and interests,
making the learning process more dynamic and enjoyable. When students see their efforts
leading to success, they become more motivated to continue learning independently. Thus,
creating optimal conditions for language learning not only improves immediate
educational outcomes but also cultivates a long-term, self-sustaining desire to learn.
Principle 3: Design High-Quality Lessons for Language Development
Principle 3 emphasizes the importance of designing lessons that are not only
meaningful but also effective in promoting language development. Teachers are
encouraged to plan their lessons with clear learning objectives and to communicate these
objectives to their students. This clarity helps students understand the purpose of their
activities and how they contribute to their overall language development.
This principle fosters learner autonomy by encouraging teachers to create lessons
that are engaging, relevant, and tailored to the needs of their students. By incorporating
varied approaches, techniques, and modalities, teachers can provide and enhance input in
ways that resonate with different learning styles. This differentiation ensures that all
students, regardless of their English proficiency levels, can access and benefit from the
lessons. Engaging learners in the use and practice of authentic language on meaningful
topics helps them see the real-world applications of their learning, thereby increasing their
motivation and ownership of the learning process.
Furthermore, designing lessons that promote the use of learning strategies, critical
thinking, and self-regulated learning empowers students to become more independent
learners. Teachers can achieve this by incorporating activities that require students to
think critically, solve problems, and reflect on their learning strategies. By encouraging
self-regulated learning, teachers help students develop the skills and confidence needed to
manage their own learning. This autonomy in learning is crucial for language learners, as
it enables them to continue their language development outside the classroom and
throughout their lives.
Principle 4: Adapt Lesson Delivery as Needed
Principle 4 focuses on the necessity for teachers to be flexible and responsive during
lesson delivery. Effective teachers continuously assess their students' comprehension and
engagement, using these observations to inform adjustments to their instruction. This
dynamic approach ensures that lessons are meeting the learners' needs and that all
students are making progress toward the learning objectives.
This principle fosters learner autonomy by promoting a responsive teaching
environment where students’ needs and responses guide instructional decisions. Teachers
who frequently check student comprehension can quickly identify and address any
difficulties students are experiencing. This real-time assessment allows teachers to modify
their talk, the tasks, or the materials to better align with students’ current understanding
and skill levels. By doing so, teachers create a learning environment that is both supportive
and challenging, encouraging students to take an active role in their learning process.
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Moreover, adapting lesson delivery involves using various forms of scaffolding to
provide equitable access to content for all learners. Scaffolding techniques such as
modeling, providing examples, and breaking tasks into manageable steps help students
build their understanding incrementally. This approach not only supports struggling
learners but also allows more advanced students to be appropriately challenged.
By creating a flexible and responsive learning environment, teachers empower students to
take control of their learning journey, fostering independence and self-regulation.
Principle 5: Monitor and Assess Student Language Development
Principle 5 emphasizes the importance of regularly monitoring and assessing
students’ language development to ensure effective learning progression. Recognizing that
language learners progress at varying rates, teachers must gather and analyze data on
student performance to tailor their instruction and support to meet individual needs. This
continuous assessment helps to advance students' language skills more efficiently.
This principle fosters learner autonomy by promoting an environment where
feedback and assessment are integral parts of the learning process. Teachers who monitor
student errors and provide ongoing, strategic feedback help students understand their
strengths and areas for improvement. This targeted feedback is crucial for guiding
students towards self-correction and independent learning. By designing varied and valid
assessments, teachers can capture a comprehensive picture of student learning, ensuring
that all students receive the appropriate support to advance their language development.
Moreover, effective monitoring and assessment enable teachers to make informed
decisions about when and how to provide feedback or correction. By understanding
different types of feedback and their appropriate usage, teachers can offer constructive
guidance that empowers students to take charge of their learning. The use of diverse
assessment methods ensures that evaluations are fair and reflective of each student's
abilities and progress. This approach not only supports immediate learning goals but also
encourages students to develop self-assessment skills, enhancing their ability to monitor
and direct their own learning journey.
Principle 6: Engage and Collaborate Within a Community of Practice
Principle 6 underscores the significance of professional collaboration and
continuous learning among educators to enhance the support provided to language
learners. Teachers are encouraged to work together, sharing insights and strategies to
improve programming, instruction, and advocacy for their students. Engaging in a
community of practice allows teachers to refine their skills and stay updated with the latest
developments in the field of English language teaching.
This principle fosters learner autonomy by creating a supportive network where
teachers can co-plan and co-teach, ensuring that instruction is well-rounded and
responsive to student needs. By collaborating with colleagues, teachers can draw on a
diverse range of experiences and expertise, leading to more innovative and effective
teaching practices. This collaborative approach not only benefits the teachers but also
provides students with a richer and more cohesive learning experience, as they receive
instruction that is informed by multiple perspectives and areas of expertise.
Furthermore, engaging in reflective practice and ongoing professional development
allows teachers to continually assess and improve their teaching methods. Reflective
practice involves critically analyzing one's teaching to identify areas for improvement and
to celebrate successes. This self-awareness leads to professional growth, as teachers
Xorijiy lingvistika va lingvodidaktika – Зарубежная лингвистика
и лингводидактика – Foreign Linguistics and Linguodidactics
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become more adept at adapting their instruction to meet the evolving needs of their
students. By participating in various forms of professional development, teachers can stay
informed about new research, tools, and techniques, ensuring that their teaching remains
relevant and effective. This commitment to continuous improvement empowers teachers
to provide the best possible support for their students, fostering an environment where
learner autonomy can thrive.
Applying the six principles of exemplary teaching – engaging students, creating
a supportive environment, using diverse teaching strategies, fostering higher-order
thinking, assessing learning, and reflecting on teaching – can significantly enhance
activities like “Find Someone Who...”, “Personal Inventory”, and “3-2-1 Uzbekistan”.
For instance, “Find Someone Who...” and “Personal Inventory” engage students by
encouraging interaction and collaboration, creating a supportive and dynamic classroom
atmosphere. These activities utilize diverse strategies by incorporating movement and
social interaction, catering to different learning styles. The “3-2-1 Uzbekistan” activity,
where students list three things they learned, two interesting facts, and one question they
still have, fosters higher-order thinking and provides a quick formative assessment,
helping teachers gauge understanding and tailor subsequent instruction.
Similarly, activities like “Think-Pair-Share”, “Turn and Talk”, “Penny for Your
Thoughts”, “Response Cards”, “Thumbs Up/Thumbs Down”, “Four Corners”, and
microteaching apply these principles to promote active engagement and critical thinking.
“Think-Pair-Share” and “Turn and Talk” encourage students to articulate their thoughts
and listen to others, fostering a supportive environment and enhancing communication
skills. “Response Cards” and “Thumbs Up/Thumbs Down” provide immediate feedback
and facilitate quick assessment, while “Four Corners” engages students in movement and
decision-making, promoting active learning. Microteaching, where students teach a short
lesson to peers, integrates reflection and assessment, allowing students to apply what they
have learned and receive constructive feedback. By incorporating these principles,
teachers can create a more effective and enriching learning experience.
Considering the above, if every teacher pays attention to the main elements of the
lesson plan and delivers the lesson skillfully, it will enhance not only the quality of their
lessons but also their and their students’ mastery of the English language. Lesson elements
cannot be mastered perfectly by a future English teacher with 5 or 6 lectures a day, who
has spent only a few hours practicing hands-on techniques in higher education institutions
in Uzbekistan. The ideal lesson here combines theoretical lectures with hands-on
engagement, where lessons are carefully taught and students given tasks to perform in
pairs or groups related to these lectures. A step further would be for schools and
universities themselves to launch training programs emphasizing this hands-on dynamic,
and would prove beneficial for both in-service and pre-service teachers and faculty.
By integrating theory with practice, teachers can develop a deeper understanding
and proficiency in lesson planning and delivery. This comprehensive approach ensures
that educators are well-prepared to meet the diverse needs of their students, promoting
effective language learning. Ultimately, such targeted training programs can significantly
elevate the overall standard of English language education in Uzbekistan. The key element
of lessons includes:
Objectives
Sequencing
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Interaction
Differentiation
Assessment
Materials
Contingency plan
Reflection
SETTING CLEAR LEARNING OBJECTIVES
Lesson planning ensures that teachers establish specific and measurable learning
objectives for their students (13). Clear objectives outline the knowledge, skills, and
understanding that students are expected to acquire by the end of a lesson or unit (10).
The objectives of the lesson are to be based on SMART objectives and take into
consideration the Bloom’s taxonomy (3) in organizing and planning lessons. The term
SMART stands for specific, measurable, achievable, and realistic and time-bound learning
and teaching, and SMART objectives can be applied across multiple dimensions of
education (for instance, both learning and teaching). Logical and well-organized learning
and teaching can be achieved by the following SMART framework:
Criteria
Description
For English-language learner
Specific
Target a specific area for
improvement
Focus on a single language
domain, or a very concrete skill
Measurable
Quantify or at least suggest an
indicator of progress
Ensure tools exist, such as a
rubric, to measure student progress
Attainable
Be realistic and aligned with
appropriate standards
Align with language development
standards and proficiency levels
Relevant
English language goals matter,
and are appropriate for this time
and place
Is relevant to what students need
to be successful in content classes
and move to next level of proficiency
Time-bound
Specify when the result(s) can
be achieved
Is specific to individual or groups
of students
Table 1. SMART goals for English language learners, by Alison Balterr
Specific objectives
refer to identifying the main ideas in a lesson and setting specific
goals for students to achieve. For example, in the context of a medical university, a lesson
might focus on describing symptoms of illness to a doctor in the speaking part, writing a
formal letter asking for information about a scholarship for studying medicine abroad in
the writing part, and listening to an academic lecture and identifying key details in
medicine while lesson planning.
Measurable objectives
mean that the result of teaching and learning should be
evaluative, and the teacher should both give learners specific feedback and hold the
learning process accountable. The work (9) emphasized the importance of setting concrete
and observable objectives in teaching. She advised against using verbs like “understand”
or “know” as these are not easily measurable. Instead, she suggested using actions that can
be visibly assessed, such as creating a family poster and talking about it. Objectives should
be framed in a way that allows teachers to evaluate whether students have achieved them
through observable actions.
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Attainable
means, given the resources, timeframe, background, and readiness of the
students, learning objectives should be achievable. The cognitive level of the learning
objectives should be appropriate to the course level and student level (e.g., a freshman-
level course as compared to a graduate-level course) [4]. Attainable objectives push
teachers to consider their achievement after each activity. Challengeable but manageable
tasks should be planned as they continually meet the learners’ needs.
Relevant
objective means that the set goal should be fixed in both timeframe and
relative to learners’ abilities. Some objectives look great on paper, but don’t transition well
to real-life learning. Set goals should focus on realistic results rather than the process or
activities that students are going to complete (e.g., writing a letter or taking a test). An
effective learning objective will outline the expected outcome, which includes the
knowledge, abilities, and attitudes that students should have picked up during the
teacher’s observation.
Time-bound
holds the teacher responsible, inspires greater teaching and learning
outcomes, and, if necessary, explicitly states the timetable. This aids educators in
determining the level of performance required of students in order to be deemed
competent.
A hierarchical model called Bloom’s taxonomy is used to categorize the above-
mentioned learning objectives according to their degrees of detail and complexity. Bloom’s
taxonomy was created to outline and clarify how learners acquire new knowledge and
skills. Though the original intention of the taxonomy was to serve as an assessment tool,
Bloom’s taxonomy is effective in helping instructors identify clear learning objectives as
well as create purposeful learning activities and instructional materials (3). Bloom’s
taxonomy includes verb tables full of action verbs – such as remembering, understanding,
applying, analyzing, evaluating, and creating – to help to design teaching objectives. It is
noteworthy that Bloom's taxonomy verb table is observable and measurable. The teacher
and learner know clearly the aim, content, and goal of the teaching and learning process.
By the end of the lesson,
the students will be able to list, recite, outline, define, name, match,
quote, recall, identify, label, or recognize language material – for instance,
healthy lifestyle
tips
. It is the teacher’s choice to consider one or two of these action verbs in designing
lesson objectives.
The
understanding
segment of the taxonomy can be seen in the performance of
language skills, answering questions asked by the teacher, or reacting to impulses. By the
end of the lesson, the students will be able to describe, explain, paraphrase, restate, give
original examples of, summarize, contrast, interpret, or discuss the topic under discussion
(e.g.,
traditional health remedies
)
.
The apply segment of the taxonomy aims to prepare students for independent
language-use stage by providing scaffolding from highly-controlled lessons to a freer
practice. By the end of the lesson, students will be able to calculate, predict, apply, solve,
illustrate, use, demonstrate, determine, model, perform, or present specific examples on
the topic (e.g.,
the existing healthcare system in the region
).
The
analyze
segment of the taxonomy is aimed at developing contrastive, critical,
and comparative ideas on the differentiating sides of the topic and identifying the
problems and issues with it. By the end of the lesson, students will be able to classify, break
down, categorize, analyze, diagram, illustrate, criticize, simplify, associate, or differentiate
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the peculiarities of the phenomena under discussion (e.g.,
Western and Central Asian
countries’ healthcare systems
).
The
evaluate
segment of the taxonomy is aimed at justifying, defending, supporting
views, and arguing during debates, discussions, and project work to shape ideas on the
topic.
By the end of the lesson, students will be able to
choose, support, relate, determine,
defend, judge, grade, compare, contrast, argue, justify, support, convince, select, or
evaluate the matter (e.g.,
the factors that influence life expectancy in different countries
).
The create segment of the taxonomy is aimed at developing high-order thinking
skills (HOTS) in learners, helping them become autonomous learners.
By the end of the
lesson, students will be able to design, formulate, build, invent, create, compose, generate,
derive, modify, or develop a personal, planned approach to the existing system (e.g.,
Personal healthcare insurance plans
).
The sequence
of the lesson needs a gradual release of responsibility or scaffolding in
language learning and teaching. The language learning process is carried out within a
certain time line, and teacher control should be divided into three stages: initial-highly
controlled, medium-moderately controlled, and post-free practice stages. Highly
controlled activities gradually should be replaced by moderately controlled exercises and
later by freer activities in which learners are allowed to communicate and use language for
communication needs.
Moderately-controlled activities are information gap activities, creating comics,
whole-class mingling activities, board games, and writing dialogues.
Free practice segments of the lesson are communication, talking, respecting the
rules of class, signals, and habitually reacting to the rules. The activities are usually
student-centered or independent, such as interviewing each other, writing or telling
stories, playing conversation games, role-playing, creating advertisements, making videos,
drawing something, and describing it.
Within these constraints of stages, the teacher’s responsibility is released step by
step, and teaching a course or subject with learner autonomy is the target point. It means
that the activities are consciously and meaningfully chosen for each step, considering the
age, content area, interests, learning styles, and needs of learners. Experiments with the
language in realistic contexts should align with the above-mentioned lesson components.
The teacher’s role is mainly to establish the conditions and learning environment in which
students can practice in real-life or almost-real-life contexts and will be able to use the
language material in relevance. When sequencing the activities, the teacher should follow
the basic rules:
1.
Present new language before asking students to practice it. New language should
be introduced by listening to or reading texts and checking comprehension before asking
students to practice it.
2.
Use receptive tasks before productive tasks. You should encourage students to
use receptive tasks, like listening and reading, before you ask them to complete productive
tasks, like speaking and writing.
3.
Provide controlled practice before independent practice. You should provide
controlled or guided practice exercises before you ask students to produce new language
independently. Young learners need some practice before they can do a freer, more
communicative activity.
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The teacher must also manage his or her group, making sure students are on task
and reminding them to quiet down when necessary. The following are the current
problems in the schools of Uzbekistan:
1.
There is a one-sided approach to language teaching – for example, only grammar,
only games, only translation, or only giving homework and then wasting time checking it.
2.
The sequence of topics is designed to develop language skills on general topics,
and a clear systematic system for ensuring the gradual improvement of these skills and
evaluating them has not been developed.
3.
Extra lessons and club activities in the lesson plan are not aimed at ensuring
students’ compliance with the international and national-level assessment systems.
Instead, students are turning to private language training courses.
The problem of ELT in Uzbekistan today is that secondary school teachers cannot
avoid the traditional approach of language teaching, or focus excessively on grammar.
Grammar practice should be language practice: grammar is a language strategy that serves
as scaffolding in the initial stage of language learning. Further language use doesn’t always
obey the structural rules of the target language. Communicative grammar should be
focused on teaching. Grammar is taught to communicate accurately and fluently in the
target language. As several examples of grammar-focused language games for students,
compete in teams to complete a grammar task, or hold a debate using certain constructions
(e.g.,
“You may be right, but…”, or “Indeed, it is important to…”
).
Students are often not given the chance to engage in meaningful conversations with
their teacher and peers. It is teachers’ responsibility as instructors to make sure language
learners have opportunities for real-world communication. Encouraging learners to apply
their newly acquired English communication skills in authentic contexts is just as
important as imparting them. Through lesson design, the instructor empowers students to
participate actively in the classroom and take responsibility for their own education.
Students will gain more knowledge through engagement in the target language, but they
will also become more interested, strong, knowledgeable, collaborative, and free to
express themselves.
Differentiation
Differentiated instruction can be applied if there is a particular level of difference in
the learners’ language level. Through diagnostic tests, students can be divided into
instruction groups. Some students need to go slower, and they need scaffolding techniques
to retain new language material, while others grab the new material faster. With this in
mind, it is important to differentiate content, process, and product in teaching foreign
languages.
“Content differentiation” refers to textbooks and other physical teaching materials.
If necessary, materials can be adapted according to the students’ proficiency level.
If given material is too difficult, the instructor can simplify to make the lesson more
accessible; if too easy, the instructor can implement activities to more strongly challenge
students’ grasp of the skill.
The actual process of teaching language should be appropriate to the language level
of the learners. The way each class or student uses their language skills, and the interests
they have in how they do so, can differ greatly from person to person. Some students prefer
to address artificial intelligence (AI), while others prefer to work with a partner or in a
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small group. The teacher should consider student interaction mode in lesson planning
beforehand.
Even in a single task, the product, or result, may be different among the members of
the same group. For instance, the presentation material was on how to write a descriptive
paragraph. Each student came up with various versions of the paragraph description. The
teacher should create an independent learning atmosphere to make it easier to remember
the language material and activate it in cohesion.
Assessment refers to several methods of gathering information on a learner’s
language skills or achievements. It is critical to test learners as part of the evaluation
process to determine how far they have progressed, and how much more they should
reasonably be expected to learn. Assessment is an important component of lesson planning
since it connects learning outcomes, content, and learning and teaching activities. Although
the terms testing and assessment are sometimes used interchangeably, the latter is an
umbrella phrase – it encompasses both measurements like tests, and more qualitative
techniques of monitoring students’ learning such as observation, stimulation, or project
work. Assessment is a component of evaluation that considers the complete language
course in its feedback, not only what the particular learner has learned.
Carter and Nunan classify proficiency, achievement, formative, and summative
types of assessment (2). Formative assessment is the assessment carried out by teachers
during the learning process with the aim of using the result to improve instruction. It is an
essential part of the lesson because it mirrors the result of the educational process.
Assessment covers a broader range of procedures than testing and includes both
formal and informal measures. Formal assessment usually implies a written document,
such as a test, quiz, or paper. A formal evaluation is given a numerical rating or grade based
on scholar performance, whereas an informal evaluation does not contribute to a student’s
final grade. An informal assessment may also encompass observation, inventories,
checklists, ranking scales, rubrics, performance and portfolio assessments, participation,
peer and self-evaluation, and discussion. Assessment must not only evaluate a language’s
performance but also meet the requirements of validity, realism, and practicability. A
direct assessment of language performance takes time, especially with individualized
testing. Teachers should create their own assessment tasks if they have to administer the
class. It is critical to provide enough support and to put in place a system to ensure the
quality of the assessment methods used in the class.
Materials
Teaching materials can be categorized into three distinct types: classroom or craft
materials, technology materials, and text-based materials. The first category includes
handmade or craft-based items, such as posters, feel-wheel charts, weather wheels,
butterflies, planes, flowers, and similar objects. The second category encompasses
technology-based materials, including smartboards, tablets, smart TVs, overhead
projectors, speakers, and other digital tools. The third category consists of text-based
materials, which are further subdivided into three types: ready-made materials
(pre-designed resources from textbooks or websites that require no modification),
adapted materials (resources that can be modified to fit the lesson context), and created
materials (resources developed by the teacher themselves).
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When designing a lesson plan, it is crucial for the teacher to evaluate ready-made
materials in relation to the lesson content. The following guiding questions can support
the teacher in determining the appropriate use of these materials:
Who is the target audience for these materials (e.g., level, age group, language
background)?
How much time is required for effective use?
What level of preparation is necessary?
Which skills (speaking, reading, listening, writing) will be practiced?
Will these materials engage and motivate my students?
What are the specific objectives of these materials?
Do the materials align with my teaching context?
When adapting ready-made materials, teachers often consider various strategies
such as adding, subtracting, reordering, simplifying, modifying, quantifying, adjusting
modality, or enriching content with authentic materials. These adaptations can be
achieved by planning additional examples, tasks, and interactions (e.g., asking the same
question to different students), and incorporating pre- or post-tasks. Reordering is crucial
for maintaining timelines, scaffolding learning, or adjusting activities during lesson
delivery. Modifying textbook materials can transform dull exercises into more engaging
tasks. For instance, a writing task that may be too simple for advanced students could be
altered into a speaking task, encouraging spontaneous sentence construction and
providing practice in real-world speaking skills.
Contingency plan
Contingency planning involves preparing in advance for unexpected situations that
may arise during teaching. A well-thought-out contingency plan should address potential
issues that could disrupt the lesson flow. For example, if the power goes out during a
listening task, or if technical difficulties with Wi-Fi or internet connections prevent access
to video content via platforms like YouTube, the teacher should have backup activities
ready. These could include pre-recorded audio or video files, printed materials, or
interactive tasks that don't rely on technology. The teacher should be able to quickly adapt
and modify the lesson without losing valuable class time.
In some cases, a plan that works well with one group of students may not be effective
with another. In such instances, the teacher should make necessary adjustments to tasks
and language materials. These adjustments should be included in the contingency plan.
The contingency plan serves as a safeguard, offering alternative approaches to help the
teacher and students stay on track toward achieving the lesson’s objectives. Additionally,
the teacher should reflect on these changes after the lesson to refine future plans. Regularly
updating the contingency plan based on classroom experiences enhances its effectiveness.
By anticipating a range of scenarios, the teacher remains flexible and prepared to maintain
a productive learning environment.
Reflection
Refining lessons through meaningful classroom practices and research-based
strategies allows teachers to fine-tune their teaching approach in response to their specific
context. Deep reflection, which is central to quality teaching practice, can become a
habitual process for teachers, their departments, and schools, fostering positive change in
classroom engagement and promoting meaningful learning [5]. Teachers should engage in
deep reflection and inquiry, not only with their students but also with their colleagues.
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This reflective practice helps teachers organize engaging lessons that motivate students
and create an interactive learning environment. By consistently reflecting on their
teaching methods, educators can enhance student engagement and ensure that lessons are
relevant and effective.
Being a reflective English language educator means consistently evaluating and
improving one’s teaching practices. Teachers should reflect on various aspects of their
work, including the curriculum, syllabus, lesson plans, students’ language acquisition, and
the overall teaching process. Reflection involves looking back on lessons, considering what
worked well and what didn’t, and thinking critically about the reasons behind these
outcomes. By analyzing these reflections, teachers can identify areas for improvement and
determine the next steps for enhancing their teaching strategies. This ongoing process of
self-evaluation and adjustment helps educators create more effective, student-centered
learning experiences.
Reflection is a crucial component of a teacher's professional development. Critical
reflection involves a deep evaluation of one’s teaching practices and helps educators
understand their impact on students. Reflection can occur in two ways: reflection-in-
action, which takes place during the teaching process, and reflection-on-action, which
occurs after the lesson has been completed. By reviewing their teaching experiences,
teachers can identify areas for improvement and witness positive changes in their
professional growth. Furthermore, reflection fosters stronger connections with colleagues
and supports the development of teachers as both reflective practitioners and leaders. In
essence, reflection is key to both personal and professional growth, contributing to the
ongoing evolution of teaching practices.
Incorporating reflection into the daily routine of an English teacher fosters a culture
of growth and continuous improvement. Reflective teachers actively seek feedback from
both their students and colleagues, using this input to refine and enhance their teaching
methods. By remaining curious and open to change, teachers can adjust their approach to
better meet the diverse needs of their students. This ongoing reflection not only improves
individual lessons but also contributes to the development of a more flexible and
responsive curriculum. Additionally, it encourages collaboration among teachers, allowing
them to share experiences and ideas that support each other’s professional growth. This
teamwork leads to more innovative teaching strategies, increasing student engagement
and helping them acquire the language more effectively.
CONCLUSION
In conclusion, the study highlights the essential role of thorough lesson planning in
English Language Teaching (ELT) to foster learner autonomy. Effective lesson planning
ensures that classes are not only relevant and meaningful to students but also tailored to
their individual learning needs. By integrating the 6 Principles for Exemplary Teaching of
English Learners, teachers can establish a comprehensive framework that accommodates
diverse proficiency levels and learning styles. This structured approach enables educators
to design high-quality lessons that enhance student motivation and engagement through
creativity and impactful projects, ultimately promoting a more dynamic and effective
learning environment.
Moreover, thorough lesson preparation allows teachers to anticipate and effectively
manage classroom dynamics, providing a structured yet adaptable framework for
language learning. This foresight is essential for maintaining an organized and supportive
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learning environment, which is key to promoting learner autonomy. Additionally, well-
planned lessons act as valuable resources for substitute teachers, ensuring they can deliver
consistent and effective instruction that upholds the continuity of students’ learning
experiences, even in the teacher’s absence.
The study also emphasizes the importance of reflective practice in refining teaching
methods and strategies. By engaging in regular reflection, teachers can consistently
enhance their lesson planning and delivery, leading to positive changes in classroom
engagement and fostering meaningful learning. This ongoing process not only improves
individual teaching practices but also supports the professional growth of educators,
contributing to the development of a collaborative and reflective teaching community.
Through shared reflection, teachers can exchange insights and ideas, strengthening their
collective ability to support student success.
Ultimately, the research demonstrates that effective lesson planning not only fosters
greater learner autonomy and engagement but also enhances classroom management. By
offering a clear instructional roadmap, teachers can ensure continuity and consistency in
teaching, which in turn supports the overall development and success of their students.
This comprehensive approach to lesson planning, coupled with reflective practice,
emphasizes the critical role of educators in shaping dynamic, responsive, and effective
language learning environments that adapt to students’ needs and promote long-term
academic growth.
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