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.
| Mualliflar | Raykhona, Khaydarova Dilshod qizi |
|---|---|
| Jurnal | Қўқон ДПИ. Илмий хабарлар |
| Nashr sanasi | 2026-07-13 |
| Jild | 8 |
| Son | 5. |
| Betlar | 1198-1204 |
| Til | Ingliz |
| DOI | 10.70728/c.series.ped.v08.i05.190 |
DOI: 10.70728/c.series.ped.v08.i05.190 · Maqolaning asl sahifasi
mixed-ability classrooms, ESL instruction, Uzbekistan, differentiation, ESL teachers, classroom management, student participation, language teaching.
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