INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 08,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
484
THE ROLE OF FOREIGN LANGUAGES (AS EXEMPLIFIED BY ENGLISH) IN THE
DEVELOPMENT OF GENERAL PROFESSIONAL AND SPECIFIC COMPETENCIES
OF FUTURE TEACHERS IN THE PROCESS OF COLLABORATIVE LEARNING
Karshieva Shakhnoza Valievna
Head of the Coordination Department
KSU, Phd
Ubaydullaeva Kamolakhon Numonovna
KSU, Master's 01/24 PP MAG (SOP)
E-mail: kamolaxonubaydullayeva88@gmail.com
Akhmedova Dildora Ilkhomovna
KSU, Master's 01/24 PP MAG (SOP)
E-mail: ahmedovadildora797@gmail.com
Research Location:
Kokand State University (Uzbekistan),
in collaboration with Yanka Kupala State University of Grodno (Belarus)
Abstract:
This study is dedicated to analyzing the influence of the English language as a tool
for collaborative learning on the development of general professional (intercultural
communication, collaboration, critical thinking) and specific (linguistic skills, language
teaching methodology) competencies of pedagogical students. An experiment involving 80
students from KSU and YKSG showed a significant increase in competencies, especially in
speaking and intercultural communication, which underscores the importance of language
training in globalized pedagogical education. The results offer recommendations for integrating
English-language modules into international teacher training programs.
Keywords:
foreign languages, English language, general professional competencies, specific
competencies, collaborative learning, pedagogical education, intercultural communication
INTRODUCTION
The role of a foreign language, particularly English, in the modern world goes beyond simple
communication; it is a key tool for accessing global information resources, participating in
intercultural dialogue, and developing professional competencies. For future teachers, the
mastery of a foreign language, especially English as the language of international education and
science, becomes a necessary condition for successful professional activity. This is confirmed
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 08,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
485
by research by Byram (1997) on intercultural communicative competence, as well as works by
Cummins (2000) on the role of bilingualism in cognitive development.
In the context of collaborative learning between Kokand State University (KSU) and Yanka
Kupala State University of Grodno (YKSG), the English language acts as a universal medium
for communication and collaboration. The joint program, which began in 2023, is aimed at
integrating students from Uzbekistan and Belarus into a single educational space, where the
English language is used to conduct joint classes, projects, and discussions. This approach
creates a natural environment for developing not only linguistic skills but also general
professional competencies such as collaboration, critical thinking, and the ability to work in a
multicultural team. Despite the relevance of the topic, there is a lack of research on the role of
foreign languages in collaborative learning between post-Soviet countries, which makes this
work pioneering.
The goal of the study: To analyze the role of the English language in developing general
professional and specific competencies of future teachers in the process of collaborative
learning.
Research Objectives:
* To assess the initial level of linguistic and professional competencies of students from KSU
and YKSG.
* To implement joint modules where English is the main language of communication.
* To evaluate the impact of these modules on the development of general professional and
specific competencies.
Hypothesis: The use of English as a tool for collaborative learning will increase general
professional competencies by 20-30% and specific (linguistic) competencies by 15-25%.
Significance of the study: The results will help develop recommendations for integrating
foreign languages into international teacher training programs, which will strengthen
intercultural cooperation and improve the quality of education.
METHODS
Participants: The study was conducted from September 2024 to May 2025 with the
participation of 80 students from pedagogical faculties: 40 from KSU (philology, mathematics)
and 40 from YKSG (history, natural sciences). The average age was 21, and the gender
distribution was 55% female and 45% male. The sample was randomly formed, with an initial
level of English proficiency of at least A2 (CEFR).
Study Design: Quasi-experimental, with a division into an experimental group (50 students
participating in English-language modules) and a control group (30 students without such
modules). Collaborative learning was conducted via Zoom (online sessions twice a week for 90
minutes) and Moodle (asynchronous tasks in English). In-person seminars were held as part of
an exchange program.
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 08,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
486
Data collection tools:
* Questionnaires: Based on the UNESCO competency scale (2017) for general professional
skills (communication, collaboration, critical thinking).
* Linguistic tests: EFSET (English Proficiency Test) to assess English proficiency, with a
focus on speaking and listening.
* Case studies: 10 joint tasks requiring discussion in English (e.g., developing an inclusive
lesson).
* Interviews: Semi-structured, with 20 students (10 from each university) to evaluate their
perception of English as a working language.
* Observation: Analysis of 10 online sessions.
Research Procedure:
* September 2024: Pre-testing (questionnaires, EFSET).
* October 2024 - March 2025: Implementation of English-language modules, including joint
project work, discussions, and presentations. Examples of tasks: creating a joint presentation on
"Intercultural Dialogue in the Classroom" and conducting a mock lesson in English.
* April 2025: Post-testing.
* May 2025: Data analysis.
Data Processing: Quantitative data were analyzed using ANOVA and Pearson's correlation
analysis in SPSS (p\<0.05). Qualitative data (interviews) were processed using thematic
analysis in NVivo. Ethical aspects: informed consent was obtained, and data was anonymized.
RESULTS
Initial data: The average level of general professional competencies in the experimental group
was 3.2 points (out of 5), and in the control group it was 3.1. The average EFSET score in the
experimental group was 60, and in the control group it was 58.
After the experiment:
* Experimental group: general professional competencies - 4.5 (+40%), specific (EFSET) - 85
(+42%).
* Control group: general professional - 3.4 (+9%), specific - 62 (+7%).
* ANOVA: F=15.8, p\<0.01 (significant differences).
Table 1: Competency Dynamics
Competency
Pre-test (Exp.)
Post-test (Exp.)
Pre-test (Cont.)
Post-test (Cont.)
General
3.2
4.5
3.1
3.4
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 08,2025
Journal:
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487
Professional
Specific
(EFSET)
60
85
58
62
Qualitative data:
* Barriers:
* Lack of confidence in speaking (45% of KSU students, 30% of YKSG students).
* Differences in pronunciation and vocabulary.
* Module effects:
* 85% of students noted an increase in confidence in speaking English.
* 90% believe that a foreign language is a key professional competency.
* Correlation between participation in English-language discussions and growth in
competencies: r=0.85, p\<0.01.
* The overall increase in competencies (40-42%) exceeded the hypothesis.
DISCUSSION
The results of the study confirm the key role of the English language as a tool for developing
professional competencies in collaborative learning, which is consistent with the theories of
Byram (1997) and Cummins (2000). The intercultural context in which the language was used
intensified the effect, as students were forced to use it to solve real-world problems. The
limitations of the study include unequal initial language proficiency and the limited time for in-
person meetings.
Recommendations:
* Integrate English-language modules into the curricula of both universities.
* Develop special programs to improve speaking skills.
* Conduct joint projects in English on a permanent basis.
Future research:
* The long-term effects on graduate careers.
* Comparison with other regions and languages.
* The impact of AI on language learning.
CONCLUSION
In conclusion, this study convincingly demonstrates that the English language is not just a
subject but a powerful tool for developing the professional competencies of future teachers in
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 08,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
488
the context of collaborative learning between KSU and YKSG, with an increase of 40-42%. In
summary, the use of a foreign language as a medium for intercultural communication
transforms education, making it more globalized and preparing students for a diverse
professional environment.
Summarizing the experience of the two universities, it is worth noting that the use of English
bridges geographical and cultural differences, creating a unified educational space. KSU
students, focused on practical application, enrich their YKSG colleagues with innovative
methods of using language in the classroom, while YKSG contributes an analytical approach to
grammar and syntax. This synergy creates a balanced model for training teachers who are ready
to work in a globalized world. In the long term, such a model can be scaled to other universities,
contributing to the formation of an international community of educators. Ultimately, the study
emphasizes that investing in language training and intercultural communication is investing in
the future of education, preparing a new generation of teachers capable of being agents of
change and dialogue in a globalized world.
References:
1. * Byram, M. (1997). Teaching and Assessing Intercultural Communicative Competence.
Multilingual Matters.
2. * Cummins, J. (2000). Language, Power and Pedagogy. Bilingual Children in the Crossfire.
Multilingual Matters.
3. * UNESCO. (2017). Education for Sustainable Development Goals: Learning Objectives.
4. * Larsen-Freeman, D., & Anderson, M. (2011). Techniques and Principles in Language
Teaching. Oxford University Press.
5. * Richards, J.C., & Rodgers, T.S. (2014). Approaches and Methods in Language Teaching.
Cambridge University Press.
6. * Ubaydullayeva Kamolaxon Numanovna Факторы влияющие на развитие
стрессоустойчивости у студентов магистратуры. Journal of international scientific
research.
Vol.2
No/
4(2025)
https://spaceknowladge.com/index.php/JOISR/article/view/1083/
7. *
Ubaydullayeva
Kamolaxon
Numanovna
Психологические
особенности
жизнестойкости личности в условиях стрессовых ситуаций. Modern problems in
education and their scientific solutions/// Top izlanuvchi 2025 INTERNATIONAL
COMPETITION. https://sg.docworkspace.com/d/sICnuu7jGAeujwcUG//
8. *
Ubaydullayeva
Kamolaxon
Numanovna
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ПСИХОЛОГИЧЕСКАЯ РОЛЬ ЖИЗНЕСТОЙКОСТИ В ТРАНСФОРМАЦИИ
СТРЕССОВЫХ СИТУАЦИЙ //INTERNATIONAL SCIENTIFIC AND PRACTICAL
CONFERENCE "SOLUTIONS TO CURRENT ISSUES IN PSYCHOLOGICAL
SCIENCE BASED ON INTERNATIONAL EXPERIMENTS" MAY 14-15, 2025.
https://doi.org/10.5281/zenodo.15509609/
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 08,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
489
9. * Ubaydullayeva Kamolaxon Numanovna - Психологические особенности
жизнестойкости личности в условиях стрессовых ситуаций.// V Международный
журнал научных исследований «Новости образования: исследования в XXI веке.
