This study explores how the integration of Content-Based Language Teaching (CBLT) and Task-Based Language Teaching (TBLT) can develop critical listening skills among philology students in Uzbek higher education. Conducted at the Namangan State Institute of Foreign Languages (NSIFL) from February to September 2025, the research involved three groups of second-year philology students (n = 42) and ten instructors who participated in a 10-week, 40-hour intervention. Students engaged in authentic listening activities hosted on the MoodleCloud-based platform listen2me.moodlecloud.com, featuring ten content-driven treatments and five reflective tasks for independent development. Pre- and post-tests measured learners' analytical comprehension, evaluative reasoning, and metacognitive awareness. Results revealed a significant improvement in the treatment group (gain of +12 percentage points, Cohen’s d = 0.8), demonstrating that the CBLT–TBLT model fosters critical listening competence and reflective learning habits. The findings emphasize the potential of content- and task-based frameworks to transform traditional listening instruction into cognitively engaging and learner-centered pedagogy, contributing to ongoing innovations in Uzbekistan’s higher education reforms.
| Mualliflar | KHODJAKULOVA, Nargiza |
|---|---|
| Jurnal | Lingvospektr |
| Nashr sanasi | 2025-12-26 |
| Jild | 12 |
| Son | 2 |
| Betlar | 382-384 |
| Til | Ingliz |
Critical Listening, Content-Based Language Teaching, Task-Based Learning, EFL, Metacognition, Uzbekistan
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