Developing prospective english teachers’ pragmatic interactional competence through a hybrid pedagogical discourse model

Makhliyo, Safarova

Мактабгача ва мактаб таълими · 2026-yil

Annotatsiya

This article examines a hybrid model for developing prospective English teachers’ pragmatic interactional competence within pedagogical discourse. The model integrates face-to-face microteaching, guided analysis of authentic film fragments, online observation, peer feedback, and reflective re-practice. The study draws on an educational experiment involving 97 teachers and 454 students in teacher-education settings. The analytical framework combines cognitive-pragmatic, interactional-functional, genre-sensitive, and affective dimensions of pedagogical communication. Aggregated final diagnostic scores reached 86% in the experimental groups and 69% in the control groups. The 17-percentage-point difference indicates a meaningful educational advantage for the hybrid intervention within the examined sample, while the available aggregated data do not justify claims about statistical significance or unrestricted generalisability. The findings suggest that hybrid instruction is most productive when online and classroom activities form a single pedagogical cycle and when assessment addresses contextual appropriateness, interaction management, verbal choices, and paralinguistic behaviour rather than grammatical accuracy alone.

Maqola ma’lumotlari
MualliflarMakhliyo, Safarova
JurnalМактабгача ва мактаб таълими
NashriyotТошкент давлат педагогика университети
ISSN3060-4613, 3060-4613
Nashr sanasi2026-09-11
Jild4
Son9
Betlar27-32
TilIngliz
Ilmiy sohaPedagogika
DOI10.5281/zenodo.22897543
Indeksga qo‘shilgan2026-09-23

DOI: 10.5281/zenodo.22897543 · Maqolaning asl sahifasi

Kalit so‘zlar

hybrid learning, pedagogical discourse, pragmatic competence, classroom interactional competence, prospective English teachers, speech acts, microteaching, authentic film fragments

Ilmiy soha

Pedagogika

Iqtibos keltirish

APAMakhliyo, Safarova (2026). DEVELOPING PROSPECTIVE ENGLISH TEACHERS’ PRAGMATIC INTERACTIONAL COMPETENCE THROUGH A HYBRID PEDAGOGICAL DISCOURSE MODEL. Мактабгача ва мактаб таълими, 4(9), 27-32. https://doi.org/10.5281/zenodo.22897543
GOST (OAK)Makhliyo, Safarova DEVELOPING PROSPECTIVE ENGLISH TEACHERS’ PRAGMATIC INTERACTIONAL COMPETENCE THROUGH A HYBRID PEDAGOGICAL DISCOURSE MODEL // Мактабгача ва мактаб таълими. – 2026. – T. 4, № 9. – P. 27-32. – DOI: 10.5281/zenodo.22897543.
MLAMakhliyo, Safarova. “DEVELOPING PROSPECTIVE ENGLISH TEACHERS’ PRAGMATIC INTERACTIONAL COMPETENCE THROUGH A HYBRID PEDAGOGICAL DISCOURSE MODEL.” Мактабгача ва мактаб таълими, 4(9), 27-32, 2026. https://doi.org/10.5281/zenodo.22897543
ChicagoMakhliyo, Safarova. “DEVELOPING PROSPECTIVE ENGLISH TEACHERS’ PRAGMATIC INTERACTIONAL COMPETENCE THROUGH A HYBRID PEDAGOGICAL DISCOURSE MODEL.” Мактабгача ва мактаб таълими, 4(9), 27-32 (2026). https://doi.org/10.5281/zenodo.22897543
HarvardMakhliyo, Safarova (2026) ‘DEVELOPING PROSPECTIVE ENGLISH TEACHERS’ PRAGMATIC INTERACTIONAL COMPETENCE THROUGH A HYBRID PEDAGOGICAL DISCOURSE MODEL’, Мактабгача ва мактаб таълими, 4(9), 27-32. https://doi.org/10.5281/zenodo.22897543
BibTeX
@article{makhliyosafarova2026,
  title = {DEVELOPING PROSPECTIVE ENGLISH TEACHERS’ PRAGMATIC INTERACTIONAL COMPETENCE THROUGH A HYBRID PEDAGOGICAL DISCOURSE MODEL},
  author = {Makhliyo, Safarova},
  journal = {Мактабгача ва мактаб таълими},
  year = {2026},
  volume = {4},
  number = {9},
  pages = {27-32},
  doi = {10.5281/zenodo.22897543},
  url = {https://doi.org/10.5281/zenodo.22897543}
}

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