Helping Uzbek Students Transition from Translation-Based Learning to Task-Based Fluency

Abstract

In many English classrooms in Uzbekistan, teaching still focuses on grammar explanations and translation activities. Although this approach helps students understand language rules, it often does not develop their ability to communicate fluently. Many learners know vocabulary and grammar but feel uncomfortable speaking English in real situations. This article explores how Task-Based Language Teaching (TBLT) can help Uzbek students move from translation-based learning toward more communicative language use. A small classroom study was conducted with university students who participated in communicative tasks such as discussions, role-plays, and problem-solving activities. Classroom observations and student feedback were used to evaluate the results. The findings show that task-based activities increased student participation and helped students become more confident in speaking English. Students gradually relied less on translation and focused more on expressing meaning. The study suggests that communicative tasks can make English learning more practical and engaging for Uzbek learners.