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