THE ROLE OF TASK-BASED LANGUAGE TEACHING IN ENHANCING ENGLISH PROFICIENCY AT THE PRIMARY LEVEL: A FOCUS ON INSTRUCTION AND ASSESSMENT IN EFL CLASSROOMS IN UZBEKISTAN

This study investigates the effectiveness of Task-Based Language Teaching (TBLT) in improving English language proficiency among primary-level learners in Uzbekistan. By examining classroom practices, instructional strategies, and assessment methods in EFL contexts, the research aims to identify how TBLT can enhance communicative competence, learner engagement, and autonomy. Through a mixed-methods approach combining classroom observations, teacher interviews, and student performance data, the study provides insights into the challenges and benefits of implementing TBLT in young learner classrooms. Findings suggest that TBLT significantly boosts language acquisition when supported by well-structured tasks and appropriate formative assessment strategies.