INNOVATIVE APPROACHES TO TEACHING ENGLISH AS A FOREIGN LANGUAGE: CONTEMPORARY METHODOLOGIES AND DIGITAL INTEGRATION

Nigora Abdullaeva

doi:10.56292/SJFSU/vol31_iss6/a16

Authors

Abdullaeva Nigora Shavkatovna

Fergana State University

https://orcid.org/0000-0001-7225-8025

DOI:

https://doi.org/10.56292/SJFSU/vol31_iss6/a16

Keywords:

English language teaching, innovative methods, task-based teaching, flipped classroom, gamification, artificial intelligence, digital education, language learning motivation

Abstract

This study examines contemporary innovative approaches to teaching English as a Foreign Language. The article analyzes advanced pedagogical methodologies including Task-Based Language Teaching (TBLT), the Flipped Classroom model, gamification, and artificial intelligence tools. The research investigates the impact of various innovative methods on language learning outcomes, student motivation, and active engagement in the educational process.

Author Biography

Abdullaeva Nigora Shavkatovna, Fergana State University

Fergana state university Applied English department, associated professor, PhD

References

1. Ellis, R. (2009). Task-based language teaching: Sorting out the misunderstandings. International Journal of Applied Linguistics, 19(3), 221-246.

2. British Council. (2024). Ten trends and innovations in English language teaching 2024. Voices Magazine. Retrieved from https://www.britishcouncil.org

3. Liu, Y., & Ren, W. (2024). Task-based language teaching in a local EFL context: Chinese university teachers' beliefs and practices. Language Teaching Research, 28(4), 856-878.

4. Lin, C. J., & Hwang, G. J. (2023). The impact of flipped classroom teaching on college English language learning: A meta-analysis. System, 116, 103089.

5. Zhang, S., & Hasim, Z. (2022). Gamification in EFL/ESL instruction: A systematic review of empirical research. Frontiers in Psychology, 13, 1030790.

6. Chen Hsieh, J. S., Wu, W. C. V., & Marek, M. W. (2023). The effects of flipped classroom on EFL students' autonomy and motivation. GIST Education and Learning Research Journal, 27, 45-68.

7. Chen, M., & Liu, H. (2025). Effects of gamification on EFL learning: A quasi-experimental study of reading proficiency and language enjoyment among Chinese undergraduates. Frontiers in Psychology, 16, 1448916.

8. Babanoğlu, M. P., Karataş, T. Ö., & Dündar, E. (2025). Envisioning the future of AI-assisted EFL teaching and learning: Conceptual representations of prospective teachers. SAGE Open, 15(1), 21582440251341298.

9. Shintani, N. (2022). Task-based language assessment: A compatible approach to assess the efficacy of task-based language teaching versus present, practice, produce. Cogent Education, 9(1), 2105775.

10. Gok, D., Bozoglan, H., & Bozoglan, B. (2021). Effects of online flipped classroom on foreign language classroom anxiety and reading anxiety. Computer Assisted Language Learning, 35(9-10), 2237-2257.