Mixed-ability classrooms as a barrier to effective esl instruction: a classroom-based study in Uzbekistan

Raykhona, Khaydarova Dilshod qizi

Қўқон ДПИ. Илмий хабарлар · 2026-yil

Annotatsiya

The article examines mixed-ability classrooms as one of the barriers to effective ESL instruction in Uzbekistan. In many Uzbek schools and language centres, students with different English proficiency levels are taught together in the same classroom. While this type of grouping supports equal access to education, it also creates several difficulties for teachers and students during the learning process. The study uses a qualitative research design based on semi- structured interviews with ESL teachers working in secondary schools and private language centres in Uzbekistan. The findings show that teachers experience difficulties in lesson planning, classroom management, student participation, and assessment in mixed-ability classes. The study also reveals that weaker students often become passive during lessons while stronger students may lose motivation because classroom tasks are not challenging enough for them. Teachers mainly rely on temporary strategies such as peer support, simplified activities, and flexible grouping to manage classroom differences. The article highlights the need for more practical support, teacher training, and flexible teaching approaches in Uzbek ESL classrooms.

Maqola ma’lumotlari
MualliflarRaykhona, Khaydarova Dilshod qizi
JurnalҚўқон ДПИ. Илмий хабарлар
NashriyotҚўқон давлат педагогика институти
ISSN3030-3958
Nashr sanasi2026-07-13
Jild8
Son5.
Betlar1198-1204
TilIngliz
Ilmiy sohaPedagogika
DOI10.70728/c.series.ped.v08.i05.190
Indeksga qo‘shilgan2026-08-27

DOI: 10.70728/c.series.ped.v08.i05.190 · Maqolaning asl sahifasi

Kalit so‘zlar

mixed-ability classrooms, ESL instruction, Uzbekistan, differentiation, ESL teachers, classroom management, student participation, language teaching.

Ilmiy soha

Pedagogika

Iqtibos keltirish

APARaykhona, Khaydarova Dilshod qizi (2026). MIXED-ABILITY CLASSROOMS AS A BARRIER TO EFFECTIVE ESL INSTRUCTION: A CLASSROOM-BASED STUDY IN UZBEKISTAN. Қўқон ДПИ. Илмий хабарлар, 8(5.), 1198-1204. https://doi.org/10.70728/c.series.ped.v08.i05.190
GOST (OAK)Raykhona, Khaydarova Dilshod qizi MIXED-ABILITY CLASSROOMS AS A BARRIER TO EFFECTIVE ESL INSTRUCTION: A CLASSROOM-BASED STUDY IN UZBEKISTAN // Қўқон ДПИ. Илмий хабарлар. – 2026. – T. 8, № 5.. – P. 1198-1204. – DOI: 10.70728/c.series.ped.v08.i05.190.
MLARaykhona, Khaydarova Dilshod qizi. “MIXED-ABILITY CLASSROOMS AS A BARRIER TO EFFECTIVE ESL INSTRUCTION: A CLASSROOM-BASED STUDY IN UZBEKISTAN.” Қўқон ДПИ. Илмий хабарлар, 8(5.), 1198-1204, 2026. https://doi.org/10.70728/c.series.ped.v08.i05.190
ChicagoRaykhona, Khaydarova Dilshod qizi. “MIXED-ABILITY CLASSROOMS AS A BARRIER TO EFFECTIVE ESL INSTRUCTION: A CLASSROOM-BASED STUDY IN UZBEKISTAN.” Қўқон ДПИ. Илмий хабарлар, 8(5.), 1198-1204 (2026). https://doi.org/10.70728/c.series.ped.v08.i05.190
HarvardRaykhona, Khaydarova Dilshod qizi (2026) ‘MIXED-ABILITY CLASSROOMS AS A BARRIER TO EFFECTIVE ESL INSTRUCTION: A CLASSROOM-BASED STUDY IN UZBEKISTAN’, Қўқон ДПИ. Илмий хабарлар, 8(5.), 1198-1204. https://doi.org/10.70728/c.series.ped.v08.i05.190
BibTeX
@article{raykhonakhaydarovadilshodqizi2026,
  title = {MIXED-ABILITY CLASSROOMS AS A BARRIER TO EFFECTIVE ESL INSTRUCTION: A CLASSROOM-BASED STUDY IN UZBEKISTAN},
  author = {Raykhona, Khaydarova Dilshod qizi},
  journal = {Қўқон ДПИ. Илмий хабарлар},
  year = {2026},
  volume = {8},
  number = {5.},
  pages = {1198-1204},
  doi = {10.70728/c.series.ped.v08.i05.190},
  url = {https://doi.org/10.70728/c.series.ped.v08.i05.190}
}

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