This article explores the integration of technology in language education, examining its effectiveness in language acquisition, the challenges faced by educators and learners, and offering recommendations for improvement. Technology has become a pivotal tool in modern education, reshaping traditional teaching methodologies. By examining various ICT tools, such as computer-assisted instruction (CAI), mobile applications, and multimedia resources, this article discusses how these tools influence language learning outcomes. Drawing on survey data, case studies, and scholarly literature, it emphasizes the evolving role of technology in enhancing language acquisition, its impact on student motivation and engagement, and the associated challenges that need to be addressed.

This article explores the unique features of English language acquisition through Teaching Flash Mobs, an innovative and dynamic approach to language learning. Emphasizing spontaneity, linguistic diversity, and contextual use of language, Teaching Flash Mobs create an immersive and interactive learning environment. The article delves into the inclusivity of this method, accommodating students of various proficiency levels and backgrounds, fostering cultural integration, and promoting technological enhancements. Additionally, it highlights the motivational aspect of Teaching Flash Mobs, leveraging the novelty factor to enhance student engagement and participation. Overall, the article provides insights into the multifaceted nature of Teaching Flash Mobs as an effective tool for English language acquisition in diverse educational settings.

Communicative Language Teaching (CLT) has emerged as one of the most influential approaches in language education, emphasizing interaction and communication as the core of learning. In a global context where English proficiency is increasingly essential, speaking competence has become a key focus in language classrooms. However, traditional methods of language teaching, which often prioritize grammar and written skills, may not effectively develop students’ speaking abilities. CLT shifts this focus by encouraging real-life communication and active student participation, making it a promising strategy for enhancing speaking skills. This thesis explores the role of CLT in improving students’ speaking competence, particularly in English as a Foreign Language (EFL) settings. By investigating how CLT impacts learners' fluency, confidence, and overall communicative abilities, the study aims to highlight the potential of this approach in developing competent English speakers and its implications for modern language teaching practices.

English Language Teaching is one of the key subjects for language students and a long-lasting interest for language professionals. Nowadays the profession of a language teacher is becoming more and more prestigious. Our society is keen on studying foreign languages because it gives people, children first of all, a competitive educational and professional advantage. Language teaching has undergone amazing change in the last decades: from teacher-centered classrooms to individualized learning, from grammar-translation method to communicative approach and from the chalkboard to the Internet, we have come a long way. Methods of foreign language teaching as a science deals with teaching methodology that helps language practitioner make learners acquire the target language. The object of the science is the educational process, the process of teacher-student interaction, which includes teacher‘s activity, students ‘activity and classroom management.

This article is devoted to the introduction of modern directions in the field of language teaching, which fundamentally changes traditional pedagogical approaches. With the development of technology and globalization, the need for more efficient and effective methods of language teaching is increasing. This shift in focus has led to the emergence of innovative strategies and techniques that address the diverse needs and learning styles of students. The introduction of modern trends in language teaching is aimed at improving the overall process of language acquisition, including such elements as communicative language teaching, task-based learning and technology integration. These approaches provide a more immersive and interactive learning environment, emphasizing real-world language use and practical communication skills. By embracing these contemporary trends, educators can better equip students with the linguistic tools and cultural competencies needed to thrive in today's interconnected world.

This article explores the concept of language learning strategies (LLS) and their implications for the teaching of English as a second or foreign language. Language learning strategies encompass cognitive, metacognitive, and social-affective processes that learners employ to enhance their language acquisition. By understanding the different categories of LLS and their impact on language learning, educators can tailor their teaching methods to meet the diverse needs of students. The article discusses the explicit instruction of strategies, metacognitive skill development, creating supportive learning environments, differentiated instruction, promoting learner autonomy, and assessing strategy use in the context of teaching English. Ultimately, recognizing and incorporating LLS into English language instruction can lead to more effective and empowered language learners.

This article explores two critical concepts in foreign language teaching: language interference and the Contrastive Analysis Hypothesis (CAH). Language interference occurs when a learner's native language (L1) influences their acquisition of a second language (L2), often leading to errors across phonological, grammatical, lexical, and morphological levels. The CAH, developed in the mid-20th century, provides a framework for predicting these errors by contrasting L1 and L2. While the strong version of the hypothesis claims that all errors can be predicted through contrastive analysis, the weak version allows for a more nuanced understanding that accounts for other factors in language learning. This article discusses the implications of these concepts for language teaching, highlighting how contrastive analysis can be used to improve pedagogy through error correction, curriculum design, and learner awareness. The limitations of the CAH are also addressed, emphasizing the need to integrate it with other approaches to provide a comprehensive understanding of second language acquisition..

During the 1980s, a novel pedagogical approach known as Task-based Language Teaching gained prominence within Western education. This methodology is characterized by its pragmatic application, emphasizing the integration of specific communication and language-oriented tasks throughout the instructional process. Distinguished by its clear content and operational simplicity, Task-based Language Teaching has garnered widespread popularity within contemporary educational spheres. This review paper critically examines and consolidates the definitions and classifications of tasks inherent in Task-based Language Teaching, drawing insights from various scholarly perspectives and previous research on the subject. Additionally, the article outlines two implementation models proposed by Willis and Ellis for the execution of Task-based Language Teaching.

Furthermore, the paper underscores the practical efficacy of Task-based Language Teaching by citing the empirical studies of three forerunners in the field, exemplifying its application in authentic English classrooms. In elucidating the method's strengths and weaknesses, the article delves into an analysis of the advantages and disadvantages associated with Task-based Language Teaching. It concludes by providing recommendations on how educators can adeptly design tasks to mitigate potential drawbacks and enhance teaching efficiency when employing this pedagogical approach.

Idioms play a crucial role in language acquisition, adding richness and cultural depth to communication. However, teaching idiomatic expressions can be challenging due to their non-literal meanings and cultural context. This study explores successful methods for teaching idioms to various types of learners, including visual, auditory, and kinesthetic learners, as well as second language (L2) learners. Through a review of existing literature and an analysis of teaching strategies, the study highlights practical approaches that cater to the diverse learning styles, providing educators with effective tools to enhance comprehension and retention of idiomatic expressions.

the article describes the methodological aspects of teaching the Russian language in non-linguistic universities of Uzbekistan, especially in the correspondence department. The question is raised that the functional principle of teaching becomes the main thing in teaching the Russian language, and the communicative competence of students is also placed in the center of attention. It talks about an intensive search for new approaches, forms and innovative methods of teaching the Russian language, where the directive model of teaching is replaced by an interactive model, which is more productive and focused on the student’s personality.

Effective methods for teaching English play a critical role in ensuring successful language learning. As English becomes increasingly important for global communication, educators face the challenge of selecting the most effective teaching strategies. The strategic application of contemporary methodologies is currently proving valuable not only in language instruction but also across a range of other disciplines. This article examines different approaches to teaching English, assesses their effectiveness, and emphasizes the significance of choosing the right methods to enhance student outcomes. By analyzing modern techniques like communicative language teaching, task-based learning, and the direct method, the paper provides a deeper understanding of how these strategies facilitate language acquisition.

This article discusses international standards for English language teaching and assessment, their content, didactic requirements, and the advantages of integrating them into the educational process. In the modern education system, international standards such as CEFR, TOEFL, and IELTS allow students to assess their linguistic competencies based on specific criteria. The study analyzes the scientific basis of CEFR language proficiency levels, communicative approach, assessment criteria, language skills teaching methods, and testing systems. It also presents proposals for implementing international assessment standards in national educational programs, improving teacher training, and modernizing the teaching process. The results show that the adaptation of English language teaching to global requirements is an important factor in improving the quality of education, developing students' communicative competence, and shaping them as competitive personnel in the international arena.

Innovative methods in teaching foreign languages for elementary level students are essential for creating engaging and effective language learning experiences. This abstract will explore some innovative approaches to teaching foreign languages to elementary level students, focusing on methods that promote active learning, interactivity, and meaningful language use.One innovative approach is the use of technology-enhanced language learning tools, such as interactive language learning apps, educational games, and multimedia resources. These tools can make language learning more engaging and can provide students with opportunities to practice listening, speaking, reading, and writing in a fun and interactive way.

This thesis investigates the effectiveness of Task-Based Language Teaching (TBLT) in enhancing student motivation in second language learning. The study explores how task-based instruction, which emphasizes meaningful communication and real-life tasks, influences learners’ intrinsic and extrinsic motivation compared to traditional grammar-focused teaching. Using a mixed-method approach involving questionnaires, classroom observations, and interviews, data were collected from sixty intermediate-level ESL students over eight weeks. The findings reveal that TBLT significantly increases learners’ motivation, engagement, and confidence in using the target language. Students in the task-based environment reported higher enjoyment and greater willingness to communicate. The results demonstrate that authentic, collaborative, and learner-centered tasks promote sustained motivation and positive learning attitudes. The study concludes that TBLT is an effective pedagogical approach for motivating language learners and recommends its wider integration into language education programs.

This article explores the theoretical foundations of virtual language laboratories and their role in enhancing English language teaching in digital learning environments. Virtual language labs are defined as technology-based platforms that integrate audio, video, interactive tasks, and real-time communication tools to support the development of language skills. The study examines key pedagogical theories that justify the use of virtual labs, including communicative language teaching, constructivist learning theory, and multimedia learning principles. These frameworks emphasize active learner participation, social interaction, and multimodal input as essential conditions for effective language acquisition.

This article explores the imperative of refining methodologies for the integrative teaching of English and Latin languages in higher medical education institutions. Acknowledging the challenges inherent in teaching medical terminologies in both languages, the study advocates for the incorporation of Artificial Intelligence (AI) technologies to enhance language instruction. The integration of AI technologies aims to personalize learning experiences, provide adaptive assessments, and foster immersive language learning through virtual reality applications. By delving into the intersection of language education and AI, this article envisions a future where medical students benefit from advanced language skills, contributing to a more comprehensive and globally competent healthcare workforce.

The rapid development of artificial intelligence (AI) has significantly transformed educational practices, particularly in the field of English Language Teaching (ELT). AI-powered tools such as intelligent tutoring systems, automated feedback platforms, speech recognition software, and generative language models are increasingly integrated into language learning environments. These technologies offer personalized learning experiences, immediate feedback, and expanded opportunities for learner autonomy. However, the growing use of AI in ELT also raises pedagogical, ethical, and methodological concerns, including overreliance on technology, reduced human interaction, data privacy issues, and challenges related to academic integrity. This article provides a comprehensive analysis of the role of artificial intelligence in English language teaching. It examines the theoretical foundations of AI in education, explores its application across different language skills, and critically evaluates both its benefits and limitations. The article further discusses the evolving role of teachers in AI-supported classrooms and outlines pedagogical implications for effective and responsible integration of AI in ELT. The study argues that while AI has strong potential to enhance language learning, its success depends on thoughtful pedagogical design and informed teacher mediation.

This article explores effective strategies for teaching grammar in context, emphasizing the importance of integrating grammar instruction with real-life language use. It reviews current literature on communicative language teaching and task-based learning, highlighting how these approaches contribute to more engaging and effective grammar instruction. The study includes a mixed-methods investigation comparing traditional grammar instruction with context-based methods in an ESL classroom. Results indicate that context-based instruction significantly enhances grammatical accuracy and fluency, as students are able to apply grammar in meaningful tasks. The article concludes by advocating for the integration of grammar teaching within communicative contexts to foster greater linguistic competence and learner engagement.

This article provides a comprehensive overview of various methods for teaching foreign languages, exploring both traditional and contemporary approaches and the article considers some innovative methods of teaching a foreign language at a non-linguistic university. It examines prominent methods including the Grammar-Translation Method, Direct Method, Communicative Approach, Task-Based Language Teaching (TBLT), Total Physical Response (TPR), and the Audio-Lingual Method. Each method is analyzed in terms of its principles, strengths, and limitations, highlighting how they address different aspects of language acquisition such as grammar, vocabulary, and communicative competence. The new requirements for student’s education, which assume that they have relevant professional  competencies,  including  foreign  language  communicative  competence,  actualize research  attention  to  different  approaches,  technologies  and  conditions  aimed  at  improving the quality of higher education.

The article focuses on key theories of learning and teaching approaches for modern foreign languages. It examines Behaviorism, Constructivism, Social Learning Theory, Cognitive Load Theory, and Humanistic Learning Theory, presenting each with its strengths and limitations in educational settings. The article also explores specific language teaching approaches, such as Communicative Language Teaching and Task-Based Language Teaching, highlighting their unique perspectives. It concludes by emphasizing the interconnectedness of these theories and approaches and their relevance in Uzbekistan's classrooms. Teachers are encouraged to choose theories and approaches based on student needs and learning contexts, with the goal of enhancing language learning experiences.

Art-based approaches that combine creativity and language growth have emerged as a major methodological trend in modern foreign language teaching. This paper examines two studies — “English Activation through Art: Tensions and Reward” by Tat Heung Choi (2016) and “Visual Thinking Strategies for English Learners: Learning Language through the Power of Art” by Beth Clark-Gareca and Tom Meyer (2022) [1] - that explore the incorporation of art into English language teaching. To reveal how the integration of art in language teaching can promote communication, creativity, and motivation among learners and teachers, this paper discusses and compares the goals, methodology, and results of these studies.

One of the most crucial elements in learning a foreign language is the learner's motivation, and the actions of teaching and learning a language are greatly influenced by the language teaching materials. As a result, the study concentrates on the significance of learner motivation and teaching resources in learning a foreign language.

Listening, the very basic language skill is consistently interrelated and intervened with the other language skills - speaking, reading and writing. Until the late nineteenth century written mode is predominant in language learning and then onwards listening began to gain its significance in language teaching. The challenges towards teaching listening are now better understood because of the new strategies contributing to effective listening and moreover the widespread availability of technology supports the language learners in enhancing their listening skills. Still, the assessment of their listening skills, remain far behind the current views of listening and hence innovations to be made to renovate the teaching or learning of listening. This paper deals with the prime importance of listening in language acquisition and the challenges in attaining listening competence and suggests some strategies to overcome it.

This scientific article delves into the importance of pragmatic skills in the teaching of the Russian language. Pragmatics, which focuses on how language is used in context, plays a crucial role in effective communication. In the context of Russian language teaching, this article explores the significance of developing pragmatic skills, strategies to incorporate them into language instruction, and the potential benefits for learners. By emphasizing the development of pragmatic competence, language educators can better equip students to navigate real-world linguistic interactions in a globalized society.

Listening comprehension is a vital aspect of second language acquisition, and its significance in successful communication is obvious. It is a constituent of the task-based approach, which emphasizes meaningful interaction through the utilization of modern tasks in the context of second language acquisition. This specific study attempts to focus on the benefits of the task-based approach in the enhancement of second language listening skills among undergraduate EFL learners through the implementation of the qualitative method of teaching a second language, characterized as the approach of observing listening tasks. From the results of the specific approach, it is obvious that the task-based approach is efficient in teaching second language listening skills, provided that the tasks are adequately designed.