THE IMPACT OF COACHING TECHNOLOGY ON STUDENTS’ MOTIVATION IN ENGLISH LANGUAGE LEARNING

Nargiza Abbasova Kabilovna; Dilafruz Maxmudova Alisher qizi

Authors

Nargiza Abbasova Kabilovna Fergana State University Senior teacher, PhD, Fergana city, Department of English Practical Course, Uzbekistan
Dilafruz Maxmudova Alisher qizi 4-th year student Foreign Languages Faculty Fergana State University

Keywords:

coaching technology, English language learning, student motivation, learner autonomy, coaching techniques, self-reflection, goal setting, foreign language education, learner-centered approach, self-efficacy.

Abstract

In recent years, increasing attention has been devoted to learner-centered approaches that enhance student engagement and motivation in foreign language education. Among these approaches, coaching technology has emerged as an innovative pedagogical framework that promotes learner autonomy, self-reflection, goal setting, and personal responsibility. This article examines the impact of coaching technology on students' motivation in English language learning and explores the ways in which coaching techniques contribute to a more effective and engaging educational environment. The study discusses the theoretical foundations of motivation in second language acquisition and analyzes key coaching practices, including goal setting, powerful questioning, reflective practice, active listening, constructive feedback, self-assessment, peer coaching, and action planning. The findings of the literature review indicate that coaching technology supports the development of intrinsic motivation by fostering students' sense of autonomy, competence, and self-efficacy. Furthermore, coaching-based instruction encourages active participation, reduces language anxiety, strengthens learner confidence, and promotes lifelong learning skills. By creating supportive and personalized learning experiences, coaching technology helps learners take ownership of their language development and maintain sustained motivation throughout the learning process.

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