INTEGRATED METHODS IN ESL TEACHING IN MULTILEVEL GROUPS

Xidoyatova Robiya Qilichovna

Authors

Xidoyatova Robiya Qilichovna Tashkent branch of the University of Business and Science Lecturer, Department of Languages

Keywords:

integrated teaching, ESL, multilevel classroom, differentiated instruction, task-based learning, communicative language teaching, collaborative learning

Abstract

This study investigates the effectiveness of integrated teaching methods in English as a Second Language (ESL) classrooms with multilevel learners. Such classrooms include students with diverse proficiency levels, learning needs, and educational backgrounds, which often limits the effectiveness of single-method instruction. To address this issue, the study applies an integrated pedagogical approach combining communicative language teaching, task-based learning, differentiated instruction, and collaborative learning.

A qualitative case study was conducted over a 12-week period with 20 adult learners representing beginner to upper-intermediate levels. Data were collected through classroom observations, student questionnaires, interviews, and teacher reflective journals, and analyzed using thematic analysis.

The findings indicate that integrated teaching methods significantly enhance student engagement, promote peer-assisted learning, and improve communicative competence. Lower-level learners demonstrated increased confidence and reduced language anxiety, while higher-level learners benefited from cognitively challenging tasks.