The Problems Faced by The Teachers in Teaching English As A Foreign Language in Uzbekistan

Abstract

Objectives: This study investigates the challenges encountered by teachers in the pedagogical process of teaching English as a foreign language in Uzbekistan. The research aims to identify the most prevalent issues hindering effective English language instruction and to propose potential solutions. The data for this study was collected through surveys, interviews, and classroom observations conducted with a sample of English language educators across various educational institutions in Uzbekistan.   Methods: The findings reveal a multitude of obstacles faced by teachers, including inadequate resources and materials, large class sizes, limited professional development opportunities, and the influence of traditional teaching methods. Additionally, sociocultural factors, such as the dominance of the native language and a lack of English language exposure outside the classroom, contribute to the difficulties faced in teaching English as a foreign language.   Results: The study suggests that addressing these challenges requires a multifaceted approach, encompassing improvements in resource allocation, curriculum development, and teacher training. Furthermore, fostering a supportive environment for English language acquisition outside of the classroom through community engagement and extracurricular activities is essential.   Conclusion: The implications of this research extend to educational policymakers, curriculum developers, and teacher training programs, providing insights into the specific areas that require attention to enhance the quality of English language education in Uzbekistan. By addressing these challenges, educators and stakeholders can work towards creating a more conducive and effective learning environment for English language learners in the country.