INNOVATIVE PEDAGOGICAL PRACTICES AND THEIR IMPACT ON LEARNER MOTIVATION IN THE UZBEK EFL CONTEXT
DOI:
https://doi.org/10.5281/zenodo.17163671Keywords:
EFL, motivation, CLT, TBLT, flipped classroom, technology, learner autonomy.Abstract
this study explores the impact of innovative pedagogical practices upon learner motivation in English as a Foreign Language (EFL) language learning contexts in the perspective of Uzbekistan. Drawing on recent empirical and practitioner studies of the Uzbek contexts and similar EFL contexts the paper synthesizes evidence related to motivational mechanisms, classroom affordances, and implementation barriers. It contends that learner-centred, interactional approaches increase intrinsic motivation and engagement as they restore learner autonomy, meaning communicative purpose and meet basic psychological needs. At the same time, systemic constraints – teacher preparation, assessment policy, curriculum design, and low digital infrastructure – moderate the impact of innovations.
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