This paper explores the role of interactive methods in enhancing grammatical competence among studentsof non-philological fields of study. In many higher education institutions, grammar instruction is often marginalized fornon-language majors; however, clear and accurate use of grammar remains essential for academic success, professionalcommunication, and global competitiveness. Drawing on both international and Uzbek scholarly perspectives, the studyexamines the theoretical foundations of interactive grammar learning with a focus on communicative competence andintegrative approaches to language education. The research highlights a range of interactive strategies, including gamification,peer collaboration, problem-based learning, role-playing, digital technologies, and flipped classroom models, andanalyzes their relevance for students in engineering, medicine, economics, and information technology. These methodsare considered not only as pedagogical tools but also as effective means of increasing learner motivation, reducinglanguage anxiety, and bridging disciplinary gaps. Findings from classroom-based observations and case studies conductedin Uzbekistan demonstrate that interactive grammar learning leads to improved academic performance, strongerlong-term retention of grammatical rules, enhanced learner confidence, and higher levels of engagement. By integratingglobal best practices with local educational contexts, the study argues for the systematic inclusion of interactive grammarinstruction in the curricula of non-philological faculties to ensure that graduates acquire essential communication skills forboth national and international professional environments.
| Mualliflar | Almatova, Umida |
|---|---|
| Jurnal | Мактабгача ва мактаб таълими |
| Nashr sanasi | 2025-12-02 |
| Jild | 3 |
| Son | 12 |
| Til | Ingliz |
| DOI | 10.5281/zenodo.17971444 |
DOI: 10.5281/zenodo.17971444 · Maqolaning asl sahifasi
interactive learning, grammar, non-philological fields, active participation, gamification, digital tools, academic communication, problem-based learning, role-playing, collaborative learning, language proficiency
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