A COMPARATIVE PERSPECTIVE ON TEACHING METHODS AND LEARNER MOTIVATION IN UZBEKISTAN AND EUROPEAN EFL CONTEXTS

Abstract

In English as a Foreign Language (EFL) education, teaching methods and learner motivation are closely connected and significantly influenced by cultural, institutional, and pedagogical traditions. In recent years, Uzbekistan has undertaken educational reforms aimed at improving teaching quality and increasing learner motivation; however, notable differences remain when compared to European educational systems. This article explores the differences in teaching methods and learner motivation in Uzbekistan and European EFL contexts, focusing on classroom interaction, instructional approaches, assessment practices, and motivational strategies. Drawing on motivational theories, comparative classroom observations, and qualitative analysis, the study argues that European contexts generally emphasize learner-centered instruction, autonomy, and intrinsic motivation, while Uzbek classrooms tend to rely more on structured teaching, teacher authority, and extrinsic motivational factors. The findings suggest that understanding these differences can support educators in adopting balanced pedagogical practices that enhance learner motivation, engagement, and long-term language development.