Xorijiy lingvistika va lingvodidaktika –
Зарубежная лингвистика и
лингводидактика – Foreign
Linguistics and Linguodidactics
Journal home page:
https://inscience.uz/index.php/foreign-linguistics
Innovative methods of teaching English at non-specialized
universities
Umid JUMANAZAROV
1
Samarkand State Institute of Foreign Languages
ARTICLE INFO
ABSTRACT
Article history:
Received October 2024
Received in revised form
10 November 2024
Accepted 25 November 2024
Available online
25 December 2024
Innovative teaching methods have revolutionized English
instruction in non-specialized universities, addressing unique
challenges such as limited exposure and diverse student
backgrounds. This article explores the integration of technology,
task-based learning, and interdisciplinary approaches to
enhance student engagement and proficiency. Findings indicate
that these methods improve significantly both language skills
and the application of English in professional contexts.
2181-3701/© 2024 in Science LLC.
DOI:
https://doi.org/10.47689/2181-3701-vol2-iss6
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:
innovative teaching,
English instruction,
non-linguistic university,
non-specialized technology
university,
task-based learning,
interdisciplinary methods.
Ixtisoslashmagan universitetlarda ingliz tilini o‘qitishning
innovatsion usullari
ANNOTATSIYA
Kalit so‘zlar:
innovatsion o‘qitish,
ingliz tilini o‘qitish,
nolingvistik universitet,
ixtisoslashmagan
texnologiya universiteti,
vazifaga asoslangan ta’lim,
fanlararo usullar.
Innovatsion
o‘qitish
usullari
ixtisoslashmagan
universitetlarda ingliz tilini o‘qitishda ko‘plab yangiliklar qildi,
ushbu usullar cheklangan ta’sir va o‘zlashtirishi sust bo‘lgan
talabalarda kelib chiqadigan muammolarni hal qildi. Ushbu
maqola talabalarning faolligi va malakasini oshirish uchun
texnologiya, vazifalarga asoslangan ta’lim va fanlararo
yondashuvlar integratsiyasini o‘rganadi. Natijalar shuni
ko‘rsatadiki, bu usullar til ko‘nikmalarini va ingliz tilini
professional kontekstda qo‘llashni sezilarli darajada yaxshilaydi.
1
Doctor of Pedagogical Sciences, Associate Professor, Samarkand State Institute of Foreign Languages.
Xorijiy lingvistika va lingvodidaktika – Зарубежная лингвистика
и лингводидактика – Foreign Linguistics and Linguodidactics
Special Issue – 6 (2024) / ISSN 2181-3701
87
Инновационные методы преподавания английского
языка в непрофильных вузах
АННОТАЦИЯ
Ключевые слова:
инновационное обучение,
преподавание
английского языка,
неязыковой университет,
неспециализированный
технологический
университет,
обучение на основе задач,
междисциплинарные
методы.
Инновационные
методы
обучения
преобразили
преподавание английского языка в неспециализированных
университетах, решая такие уникальные задачи, как
ограниченное языковое окружение и разнообразный опыт
студентов. В статье анализируется использование
технологий,
обучения
на
основе
задач
и
междисциплинарных
подходов
для
повышения
вовлеченности студентов и их профессионального
мастерства. Результаты демонстрируют, что эти методы
существенно улучшают как языковые навыки, так и
способность
применять
английский
язык
в
профессиональных контекстах.
INTRODUCTION
The role of English in professional fields has expanded, making it an essential skill
for students in non-linguistic universities. However, traditional methods often fail to align
with the practical needs of these learners. Innovative teaching strategies, including
technology integration, task-based learning, and interdisciplinary approaches, have
emerged as potential solutions. This study examines the effectiveness of these methods in
enhancing language proficiency and preparing students for real-world applications.
The objective of the research is
to evaluate the impact of technology on English
instruction in non-linguistic universities, to analyze task-based learning as a tool for
practical language application, to explore interdisciplinary methods for contextualizing
English learning.
Methods. Research Design
.
A mixed-methods approach was utilized, combining quantitative and qualitative
data to assess the impact of innovative teaching methods.
Participants
The study involved 120 students from engineering, business, and medical faculties
in a non-linguistic university. Participants were divided into three groups:
•
Technology-enhanced learning group.
•
Task-based learning group.
•
Interdisciplinary approach group.
Data Collection
Quantitative Data
: Pre- and post-tests measured language proficiency
improvements.
Qualitative Data
: Surveys and focus groups assessed student engagement and
perceived relevance.
Procedure.
Technology Integration
: Students used language learning apps, virtual
classrooms, and online resources.
Xorijiy lingvistika va lingvodidaktika – Зарубежная лингвистика
и лингводидактика – Foreign Linguistics and Linguodidactics
Special Issue – 6 (2024) / ISSN 2181-3701
88
Task-Based Learning
: Classes included real-world tasks such as project
presentations and professional report writing.
Interdisciplinary Approach
: English lessons incorporated subject-specific
content, such as technical terms for engineering or case studies for business.
Today, there are already monographs on the theory of ESP, special methods of
teaching ESP have been developed, and various studies are being conducted. But among
them, unfortunately, only a small part of domestic authors and developers [1]. However,
the level of English proficiency among students of technical universities varies greatly and
often leaves much to be desired. Thus, the issue of a unified program for a foreign language
for non-linguistic universities, which would take into account the requirements for the
level of foreign language proficiency of modern graduates, has become vital [2. P. 75]. It
should be based on the following provisions recorded in modern documents on the
modernization of higher professional education:
- Proficiency in a foreign language is an integral part of the professional training of
all specialists at the university.
- The course of a foreign language is multi-level and is developed in the context of
continuous education.
- The study of a foreign language is based on an interdisciplinary integrated basis.
Teaching a foreign language is aimed at the comprehensive development of students’
communicative, cognitive,
informational, socio-cultural, professional and general cultural competencies.
But even with a single program, it is always necessary to take into account the
specifics of each educational institution or its departments, the needs of customers and the
students themselves.
ESP teachers play an important role in professional education. They are often asked
to develop ESP programs and curricula, organize special English courses for students, etc.
As in any other type of education, there are a large number of methods and approaches
used depending on the goals of the courses and the available resources [3. P. 41]. Based on
the philosophy of ESP, they can be divided into three main groups as follows: problem-
based learning (PBL), autonomous learning (AL) and learning with the help of information
and communication technologies (ICT). It is worth noting that all of them are student-
oriented methodologies. Today, when new accents have been placed in the interpretation
of the goals of language education and certain changes have been made to the process of
educational interaction between the teacher and the student, the teacher needs to have a
clearer idea of what is required of him in a foreign language lesson. When developing a
foreign language program, one should take into account the knowledge potential and
language skills of students, as well as the students' motivation to acquire knowledge. The
seemingly simple procedure of determining the content of training and organizing training
should include theoretical provisions. Therefore, the curriculum should be adjusted to the
general methodology of the course.
The main tasks of the ESP teacher are the selection and organization of educational
materials, the creation of effective educational programs and plans aimed at obtaining the
desired learning results, supporting the motivation of students, their efforts and
endeavors. Also, an important element of work in ESP groups is providing students with
feedback from the teacher, both for organizing control over the learning process and for
organizing consulting assistance to students. When the ESP teacher comes to the
Xorijiy lingvistika va lingvodidaktika – Зарубежная лингвистика
и лингводидактика – Foreign Linguistics and Linguodidactics
Special Issue – 6 (2024) / ISSN 2181-3701
89
classroom, he, first of all, sets certain goals for the lesson, which help to create favorable
learning conditions there, a friendly atmosphere of mutual understanding and mutual
assistance.
Results. Proficiency Improvement.
The technology-enhanced learning group showed the greatest improvement in
listening and speaking skills, while the task-based learning group excelled in writing and
professional communication. The interdisciplinary group demonstrated enhanced
vocabulary and contextual usage.
Engagement Levels
Qualitative feedback highlighted increased motivation in the technology and task-
based groups due to interactive content and real-world relevance. The interdisciplinary
approach resonated with students who valued the integration of English with their field of
study.
Challenges.
Technology: Inconsistent access to digital tools.
Task-Based Learning: Time constraints for completing complex tasks.
Interdisciplinary Approach: Difficulty in balancing language instruction with
subject-specific content.
Discussion
The findings emphasize the need for a tailored approach to teaching English in non-
linguistic universities. Technology offers flexibility and scalability, while task-based
learning bridges the gap between theory and practice. The interdisciplinary method
ensures relevance but requires careful planning to maintain a balance between language
skills and professional knowledge.
Implications for Practice
Invest in technological infrastructure to support digital learning.
Design task-based curricula that reflect real-world applications.
Collaborate with subject matter experts to develop interdisciplinary content.
Conclusion
. Innovative methods significantly enhance English instruction in non-
linguistic universities, addressing traditional shortcomings and aligning with professional
demands. These approaches foster engagement, practical application, and contextual
understanding. Future research should focus on long-term impacts and strategies for
integrating multiple methods effectively.
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Xorijiy lingvistika va lingvodidaktika – Зарубежная лингвистика
и лингводидактика – Foreign Linguistics and Linguodidactics
Special Issue – 6 (2024) / ISSN 2181-3701
90
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