Critical thinking has become an essential component of modern education, particularly in the field of language learning, where learners are expected not only to acquire linguistic knowledge but also to develop analytical and problem-solving abilities. This study investigates the role of critical thinking activities in enhancing language learning processes and improving learners’ communicative competence. Critical thinking activities encourage students to analyse information, evaluate arguments, solve problems, and express independent opinions, thereby promoting deeper engagement with language use in academic and real-life contexts. The research explores how activities such as debates, discussions, problem-solving tasks, reflective writing, case studies, and collaborative projects contribute to language development. These activities support the improvement of speaking, writing, reading, and listening skills while simultaneously fostering learner autonomy, creativity, and confidence. Furthermore, the study examines the relationship between critical thinking and communicative competence, emphasizing that learners who actively engage in analytical tasks tend to demonstrate higher levels of language proficiency and interactional effectiveness.

The expansion of English Medium Instruction (EMI) in higher education has intensified the need for pedagogical approaches that sustain student motivation in linguistically demanding environments. While existing research highlights the challenges of EMI, less attention has been paid to human-centered teaching frameworks that prioritize learners’ psychological and cognitive needs. This paper proposes anthropocentric teaching as a conceptual framework for enhancing student motivation in EMI contexts. Drawing on Self-Determination Theory and contemporary research in applied linguistics, the study develops a model that integrates autonomy, competence, and relatedness with learner-centered instructional practices. The paper argues that anthropocentric teaching can mitigate the motivational challenges associated with EMI by aligning pedagogy with students’ individual needs, experiences, and identities. The framework is contextualized within Uzbek higher education and offers practical implications for teaching and curriculum design.

This article explores the role and effectiveness of innovative technologies in English language teaching within the context of globalization. It analyzes modern digital tools, technology-enhanced learning environments, and their influence on learners’ linguistic competence, motivation, and communicative skills. The study highlights the methodological shift from traditional classroom instruction to technology-driven approaches, emphasizing the need for teachers to adopt new pedagogical models. Recommendations are provided to ensure meaningful integration of technology into English language education.

This study examines the effectiveness of the 2R2D (Reading, Reflection, Discussion, and Discussion) method in teaching Persian in religious schools in Uzbekistan. Since Persian is an important language in Islamic theology, improving students’ Persian language skills is essential for understanding religious texts. The 2R2D method combines active reading, critical thinking, collaborative discussion, and structured discussions to develop language comprehension, critical thinking, and theological discussion skills. The study uses mixed methods, including classroom observations, tests, and student feedback to assess the impact of the method. Preliminary results indicate that the 2R2D method improves Persian language acquisition while increasing students’ engagement in religious content.

This article explores the role of the Telegram platform in modern educational practices, its alignment with pedagogical approaches, and practical applications. It highlights the advantages of Telegram in delivering educational content, facilitating communication, assessing student knowledge, and organizing feedback systems. Real-life examples, scholarly citations, SWOT analysis, and recommendations are presented to demonstrate the platform’s potential in education.

The acquisition of English speaking proficiency represents a multidimensional cognitive-linguistic process, wherein fluency, accuracy, and pragmatic appropriateness converge as core parameters. This paper delineates the intrinsic features underpinning the development of oral communicative competence, with emphasis on psycholinguistic mechanisms, contextual variability, and interactional dynamics. Anchored in contemporary pedagogical paradigms, including Communicative Language Teaching and Task-Based Instruction, the study critically evaluates methodological trajectories and their efficacy in fostering productive speech performance. Particular attention is given to extralinguistic impediments—such as affective filters and intercultural interference—that constrain oral output. The analysis concludes by offering evidence-based pedagogical insights aimed at optimizing the speaking skill acquisition process in ESL contexts.

This article analyzes interactive methods used in teaching Uzbek grammar, their effectiveness and prospects. The relevance of using interactive methods in teaching the Uzbek language, their role in increasing student activity, forming a culture of communication and strengthening language skills is highlighted. Interactive approaches are becoming the main tool of the teacher in the modern educational process.

This article analyzes the role of taxonomy in the process of developing pragmatic competence. In language teaching, not only grammatical knowledge but also the contextual and cultural aspects of communication are considered important. Pragmatic competence shapes students' ability to use language correctly and appropriately in different situations. The results of the study also show that through methodology based on taxonomy, a deeper understanding of pragmatics can be achieved. Based on this, the article includes both theoretical and practical recommendations for teachers.

This article studies the pedagogical conditions for teaching special subjects based on an integrative-modular approach, and the issue of continuously improving the professional education process in the world, developing the professional training of future specialists, and teaching special subjects based on innovative educational technologies, which are an important part of professional training in professional educational institutions, is being actively studied

This article discusses the importance of modern pedagogical methodology in teaching foreign languages today, and the need to learn foreign languages in educational institutions around the world and in our country, as well as in non-governmental educational institutions. Due to the current need to learn foreign languages, fundamental, linguo-sociocultural, and communicative methods of teaching a foreign language using modern technologies and new methodologies are comparatively analyzed, their role and importance in the educational process are shown and highlighted from scientific literature. It discusses ways to teach students a foreign language using modern pedagogical technologies.

This article covers issues such as methods for developing students' worldviews using modern pedagogical technologies today, the role of pedagogical technologies in organizing the educational process, increasing students' interest and aspirations in mastering subjects using pedagogical skills, the main tasks of pedagogical technologies, the development of students' thinking and logical thinking skills through them, manifestations of pedagogical technologies, and components of pedagogical technologies.

This article covers the question of the implementation in life of inductive and deductive inference in adults. In the statement of his pedagogical knowledge, the question of the effective use of the rules of logic, the use of the rules of syllogism in the process of repeating, practicing and motivating what has been studied is described.