THE DIFFERENCE BETWEEN TBLT AND PBLT IN HIGHER EDUCATION IN UZBEKISTAN: A CASE STUDY AT ISFT INSTITUTE

This article explores the distinctions between Task-Based Language Teaching(TBLT) and Project-Based Language Teaching (PBLT) within the context of highereducation in Uzbekistan, using the ISFT Institute in Tashkent as a case study. With15 adult ACCA students over the age of 25, this study investigates the effectivenessof these teaching methods in fostering English language acquisition and professionaldevelopment. The findings, derived from qualitative and quantitative analyses,suggest that while both approaches enhance language competence, PBLTdemonstrates greater applicability in real-world contexts relevant to accounting andfinance. The implications for curriculum design and pedagogical strategies in highereducation are discussed, with recommendations for optimal implementation