LISTENING, READING, WRITING, AND SPEAKING: TOWARDS BALANCED SKILL DEVELOPMENT IN UZBEK EFL CLASSROOMS

Authors

  • Mansurov O'lmas Fazliddinovich Samarkand state institute of foreign languages

DOI:

https://doi.org/10.55640/

Keywords:

EFL, communicative competence, skill-based instruction, Uzbek education system, language pedagogy, balanced development, CEFR

Abstract

This article investigates the current state of English language instruction in Uzbekistan with a specific focus on the development of the four core skills: listening, reading, writing, and speaking. Drawing on qualitative data from teachers, classroom practices, and policy documents, it identifies an imbalance in skill prioritization—where receptive skills often outweigh productive ones. The study discusses the pedagogical and systemic causes of this imbalance and offers practical strategies to foster integrated, skill-balanced instruction in Uzbek EFL classrooms. The findings are intended to inform educators, curriculum developers, and policy makers seeking to improve communicative competence among learners.

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References

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Published

2025-06-11

Issue

Vol. 4 No. 5 (2025): Journal of Multidisciplinary Sciences and Innovations

Section

Articles

License

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors retain the copyright of their manuscripts, and all Open Access articles are disseminated under the terms of the Creative Commons Attribution License 4.0 (CC-BY), which licenses unrestricted use, distribution, and reproduction in any medium, provided that the original work is appropriately cited. The use of general descriptive names, trade names, trademarks, and so forth in this publication, even if not specifically identified, does not imply that these names are not protected by the relevant laws and regulations.

How to Cite

LISTENING, READING, WRITING, AND SPEAKING: TOWARDS BALANCED SKILL DEVELOPMENT IN UZBEK EFL CLASSROOMS. (2025). Journal of Multidisciplinary Sciences and Innovations, 4(5), 256-260. https://doi.org/10.55640/

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