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EFFECTIVENESS OF COMMUNICATIVE LANGUAGE TEACHING IN IMPROVING
SPEAKING SKILLS IN UZBEK UNIVERSITIES
Menglibekov Reypnazar Muxammetkarim-uli
Nukus state pedagogical institute named after Berdakh
2nd year doctoral student
https://doi.org/10.5281/zenodo.15632742
Introduction
Speaking competence in English is essential for Uzbek university students to succeed
academically and professionally in today’s globalized world. Traditional language teaching
methods in Uzbekistan have often focused on grammar and translation, limiting students’
opportunities to practice real communication. Communicative Language Teaching (CLT), which
emphasizes meaningful interaction and practical use of language, offers a promising
alternative. This thesis aims to evaluate the effectiveness of CLT in improving speaking skills
among students in Uzbek universities, highlighting its potential to foster greater fluency and
confidence.
Key words:
communicative language teaching, speaking skills, Uzbek universities,
English language learning, language teaching methods.
Background and Context
In Uzbekistan, traditional English teaching methods have largely emphasized grammar
rules, vocabulary memorization, and translation exercises. This approach often neglects the
development of practical speaking skills, leaving students with limited confidence and fluency
in oral communication. Communicative Language Teaching (CLT) emerged as a response to
these limitations, focusing on interaction, authentic communication, and learner-centered
activities. CLT encourages students to use English in meaningful contexts, promoting fluency
over accuracy alone. While many Uzbek universities have begun integrating CLT principles into
their curricula, its implementation varies, and challenges such as teacher training and resource
availability remain significant barriers to fully realizing its benefits.
Methodology and Implementation
This study used a mixed-methods approach, combining classroom observations, student
surveys, and teacher interviews to evaluate the effectiveness of CLT in Uzbek universities.
Selected classes incorporated CLT-based activities such as group discussions, role-plays, and
problem-solving tasks to encourage authentic speaking practice. Students’ speaking skills were
assessed through pre- and post-intervention oral tests focusing on fluency, accuracy, and
confidence. Teachers provided insights into the challenges and successes of implementing CLT
methods. This approach allowed for a comprehensive understanding of how CLT influences
students’ speaking performance and the practical realities of its application in the Uzbek higher
education context.
Findings and Discussion
The study found that CLT significantly improved students’ speaking fluency and
confidence. Learners became more willing to participate in discussions and engage in
spontaneous communication. Group work and role-playing activities were particularly
effective in creating a low-pressure environment that encouraged risk-taking. However,
challenges such as limited teacher training and insufficient teaching materials hindered full
implementation. Some students initially struggled with the shift from traditional methods to a
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more interactive approach. Overall, the positive outcomes suggest that CLT can enhance
speaking skills in Uzbek universities if supported by adequate resources and ongoing
professional development for educators.
Conclusion
Communicative Language Teaching proves effective in enhancing speaking skills among
Uzbek university students by promoting interaction and confidence. To maximize its benefits,
universities should invest in teacher training and resources. Wider adoption of CLT can better
prepare students for real-world communication and academic success in English.
References:
Используемая литература:
Foydalanilgan adabiyotlar:
1.
Brown, H. D. (2007). Teaching by principles: An interactive approach to language
pedagogy (3rd ed.). Pearson Education.
2.
Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching (3rd
ed.). Cambridge University Press.
3.
Savignon, S. J. (2002). Interpreting communicative language teaching: Contexts and
concerns in teacher education. Yale University Press.
4.
Thornbury, S. (2005). How to teach speaking. Pearson Longman.
5.
Yuldashev, R. (2019). Implementation of communicative language teaching in Uzbekistan:
Challenges and opportunities. Journal of Language and Education, 5(2), 45–53.
