THE DIFFERENCE BETWEEN TBLT AND PBLT IN HIGHER EDUCATION IN UZBEKISTAN: A CASE STUDY AT ISFT INSTITUTE

Abstract

This article explores the distinctions between Task-Based Language Teaching
(TBLT) and Project-Based Language Teaching (PBLT) within the context of higher
education in Uzbekistan, using the ISFT Institute in Tashkent as a case study. With
15 adult ACCA students over the age of 25, this study investigates the effectiveness
of these teaching methods in fostering English language acquisition and professional
development. The findings, derived from qualitative and quantitative analyses,
suggest that while both approaches enhance language competence, PBLT
demonstrates greater applicability in real-world contexts relevant to accounting and
finance. The implications for curriculum design and pedagogical strategies in higher
education are discussed, with recommendations for optimal implementation.