Mapping learner profiles and teaching philosophy: identity, investment, and communicative competence in the EFL classrooms

Shamsiddinova, Gunchaoy, Шамсиддинова, Гунчаой, Shamsiddinova, Gunchaoy

Хорижий лингвистика ва лингводидактика · 2026-yil

Annotatsiya

Grounded in the paradigm of twenty-first-century Second Language Acquisition (SLA), this study investigates the critical intersection of learner identity, social investment, and instructional design within the expanding English as a Foreign Language (EFL) landscape of Uzbekistan. Utilizing a qualitative multi-case study design, the paper analyzes two heterogeneous, upper-intermediate (B2) adolescent learners-"Mary," an extroverted immigrant with high integrative motivation and strong sociolinguistic competence, and "Max", an introverted student with advanced grammatical precision but a highly restricted communicative output. The research context encompasses a private school classroom comprising 20 adolescent EFL learners. The analytical framework synthesizes Norton and Toohey’s (2011) theory of learner agency, Darvin and Norton’s (2017, 2021) conceptualization of identity and investment, and Hymes’ (1981) model of communicative competence. The findings indicate that despite sharing identical formal proficiency baselines, the participants demonstrate markedly different modes of classroom engagement and target-language investment due to their distinct biographical trajectories, family structures, and psychological traits. Consequently, this paper argues that a uniform pedagogical approach fails to facilitate optimal language acquisition across varying learner profiles. To bridge this gap, the study advocates for a robust teaching philosophy rooted in Learner-Centered Education (LCE) that dynamically integrates Communicative Language Teaching (CLT) and Task-Supported Language Teaching (TSLT). By strategically staging collaborative, project-based tasks, the proposed instructional framework leverages the interpersonal strengths of highly socialized students while simultaneously scaffolding low-anxiety communicative spaces that safeguard and empower introverted learners.

Maqola ma’lumotlari
MualliflarShamsiddinova, Gunchaoy, Шамсиддинова, Гунчаой, Shamsiddinova, Gunchaoy
JurnalХорижий лингвистика ва лингводидактика
NashriyotСамарқанд давлат чет тиллар институти
ISSN0000-0003, 4295-8199
Nashr sanasi2026-08-25
Jild4
Son7/S
Betlar135-145
TilIngliz
Ilmiy sohaPedagogika
DOI10.47689/2181-3701-vol4-iss7/s-pp135-145
Indeksga qo‘shilgan2026-09-26

DOI: 10.47689/2181-3701-vol4-iss7/s-pp135-145 · Maqolaning asl sahifasi

Kalit so‘zlar

Learner Identity, SLA Investment, Communicative Competence, Learner-Centered Education, Task-Supported Language Teaching (TSLT), Adolescent EFL Pedagogy, Uzbekistan, идентичность обучающегося, инвестиция в освоение второго языка (SLA), коммуникативная компетентность, личностно-ориентированное образование, обучение языку с поддержкой заданий (TSLT), педагогика английского языка как иностранного (EFL) для подростков, Узбекистан, o‘rganuvchi identikligi, ikkinchi tilni o‘zlashtirishga (SLA) investitsiya, kommunikativ kompetentlik, o‘rganuvchiga yo‘naltirilgan ta’lim, topshiriqlar bilan qo‘llab-quvvatlanadigan til o‘qitish (TSLT), o‘smirlarga ingliz tilini xorijiy til sifatida (EFL) o‘qitish pedagogikasi, O‘zbekiston

Ilmiy soha

Pedagogika

Iqtibos keltirish

APAShamsiddinova, Gunchaoy, Шамсиддинова, Гунчаой, & Shamsiddinova, Gunchaoy (2026). Mapping learner profiles and teaching philosophy: identity, investment, and communicative competence in the EFL classrooms. Хорижий лингвистика ва лингводидактика, 4(7/S), 135-145. https://doi.org/10.47689/2181-3701-vol4-iss7/s-pp135-145
GOST (OAK)Shamsiddinova, Gunchaoy, Шамсиддинова, Гунчаой, Shamsiddinova, Gunchaoy Mapping learner profiles and teaching philosophy: identity, investment, and communicative competence in the EFL classrooms // Хорижий лингвистика ва лингводидактика. – 2026. – T. 4, № 7/S. – P. 135-145. – DOI: 10.47689/2181-3701-vol4-iss7/s-pp135-145.
MLAShamsiddinova, Gunchaoy, Шамсиддинова, Гунчаой, and Shamsiddinova, Gunchaoy. “Mapping learner profiles and teaching philosophy: identity, investment, and communicative competence in the EFL classrooms.” Хорижий лингвистика ва лингводидактика, 4(7/S), 135-145, 2026. https://doi.org/10.47689/2181-3701-vol4-iss7/s-pp135-145
ChicagoShamsiddinova, Gunchaoy, Шамсиддинова, Гунчаой, and Shamsiddinova, Gunchaoy. “Mapping learner profiles and teaching philosophy: identity, investment, and communicative competence in the EFL classrooms.” Хорижий лингвистика ва лингводидактика, 4(7/S), 135-145 (2026). https://doi.org/10.47689/2181-3701-vol4-iss7/s-pp135-145
HarvardShamsiddinova, Gunchaoy, Шамсиддинова, Гунчаой, and Shamsiddinova, Gunchaoy (2026) ‘Mapping learner profiles and teaching philosophy: identity, investment, and communicative competence in the EFL classrooms’, Хорижий лингвистика ва лингводидактика, 4(7/S), 135-145. https://doi.org/10.47689/2181-3701-vol4-iss7/s-pp135-145
BibTeX
@article{shamsiddinovagunchaoy2026,
  title = {Mapping learner profiles and teaching philosophy: identity, investment, and communicative competence in the EFL classrooms},
  author = {Shamsiddinova, Gunchaoy and Шамсиддинова, Гунчаой and Shamsiddinova, Gunchaoy},
  journal = {Хорижий лингвистика ва лингводидактика},
  year = {2026},
  volume = {4},
  number = {7/S},
  pages = {135-145},
  doi = {10.47689/2181-3701-vol4-iss7/s-pp135-145},
  url = {https://doi.org/10.47689/2181-3701-vol4-iss7/s-pp135-145}
}

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