Need for Change in Language Teaching in Uzbekistan: Recognising the Importance of Analysing Learner’s Background

Abstract

In Uzbekistan, the rising demand for English language proficiency reflects its importance in enhancing social status, expanding professional networks, and accessing a wealth of resources. This trend has led to the rapid growth of private language education institutions, which aim to fulfill the needs of eager learners. However, a significant oversight in these institutions is the focus on cognitive processes and strategies, often at the expense of understanding the learners' backgrounds and the non-cognitive factors influencing their education. This article highlights the absence of comprehensive needs analyses in both private and public schools, which hampers the effectiveness of language instruction. It argues that language learning is not merely a cognitive endeavor but a complex interplay of psychological, social, and cultural elements. By exploring how learners' identities and social contexts shape their language acquisition journeys, this study underscores the necessity for educators to consider these aspects before delivering formal instruction. The findings suggest that a more holistic approach to English language education—one that integrates learners’ unique experiences and needs—can significantly enhance the learning process and outcomes, fostering a more effective and engaging educational environment in Uzbekistan.