CURRENT PROBLEMS IN ORGANIZING INDEPENDENT LEARNING IN ENGLISH LANGUAGE CLASSES

Abstract

This article examines the current problems related to the organization of independent learning in English language classes in higher education institutions. The study highlights the increasing role of independent learning in the context of the credit-module system and learner-centered education. Particular attention is paid to the integration of independent learning into English language curricula, the distribution of classroom and independent study hours, the roles of teachers and students, the consistency of independent learning assignments, and the availability of assessment and self-assessment mechanisms. Based on a comparative analysis of English language curricula used in selected higher education institutions of Uzbekistan, the article identifies several methodological shortcomings, including weak content integration, lack of clearly defined teacher and student roles, insufficient task sequencing, absence of assessment criteria, and limited adaptability to students’ real needs.