THE DIFFERENCE BETWEEN TBLT AND PBLT IN HIGHER EDUCATION IN UZBEKISTAN: A CASE STUDY AT ISFT INSTITUTE
Description
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
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Additional details
Dates
- Issued
-
2025-03-10
References
- 1. Beckett, G. H., & Slater, T. (2005). The Project Framework: A Tool for Language, Content, and Skills Integration. ELT Journal, 59(2), 108-116. 2. Ellis, R. (2003). Task-based Language Learning and Teaching. Oxford University Press. 3. Rahimov, U. (2021). Innovations in Language Teaching in Uzbekistan: Challenges and Opportunities. Journal of Modern Education, 12(3), 45-56. 4. Skehan, P. (1998). A Cognitive Approach to Language Learning. Oxford University Press. 5. Thomas, J. W. (2000). A Review of Research on Project-Based Learning. The Autodesk Foundation. 6. Willis, J. (1996). A Framework for Task-Based Learning. Longman.