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Arab World English Journal (AWEJ) Volume 17. Number 3, September 2026 pp. 333-363
Samarkand State Institute of Foreign Languages, Samarkand, Uzbekistan
King Abdulaziz university, Jeddah-KSA
Visiting prof, Samarkand state university named after Samarkand State University named after Sharof Rashidov, Samarkand, Uzbekistan
Zarmed University (Samarkand campus) Samarkand, Uzbekistan
Samarkand State Pedagogical Institute, Samarkand, Uzbekistan
Samarkand State Pedagogical Institute. Samarkand, Republic of Uzbekistan
English aspectual forms remain a significant challenge for EFL learners because their accurate use depends on the interaction of grammar, semantics, discourse context, and communicative purpose. In Uzbekistan, where English is primarily learned through formal classroom instruction and learners have limited exposure to authentic language use, mastering aspectual distinctions remains particularly difficult. This study investigates the challenges associated with learning the synergetic nature of English aspectual forms and evaluates the effectiveness of an innovative pedagogical approach designed to improve learners’ conceptual understanding and communicative use. The study is significant because it provides evidence-based insights that can inform grammar instruction, curriculum development, and teacher education in Uzbek EFL classrooms. A mixed-methods research design was employed. Quantitative data were collected from 60 undergraduate EFL teachers, who were assigned to experimental and control groups and completed pre- and post-tests measuring their understanding and use of English aspectual forms. Qualitative data were obtained through semi-structured interviews with six EFL instructors to explore instructional practices and perceptions of learner difficulties. Quantitative data were analyzed using descriptive and inferential statistics, while interview data were examined through thematic analysis. The findings indicate that learners experience persistent difficulties with progressive and perfect aspectual forms because of limited conceptual understanding, cross-linguistic interference, and challenges in linking grammatical rules to communicative contexts. Learners receiving the innovative instructional approach demonstrated greater improvement than those receiving conventional instruction. The findings support the integration of form, meaning, and context in grammar teaching and offer practical implications for EFL pedagogy in Uzbekistan.
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Aziza Odilovna Muminova is an Associate Professor at Samarkand State Institute of Foreign Languages, Samarkand, Republic of Uzbekistan. She specializes in Foreign language (German) teaching, research methodology, and Aspectology with a focus on Aspectology and its related categories, including Grammatical Aspect, actionality, modes of action (Aktionsart) and the issues of temporality and tense. Her ORCID ID is:
https://orcid.org/0000-0002-5922-5808
Intakhab Alam Khan, an educationist, teacher, researcher and author from New Delhi-India, is presently Full Professor (Education) at King Abdulaziz University, Jeddah-Saudi Arabia. Prof Khan is also visiting professor at Samarkand State University, Samarkand, Uzbekistan. An author of 18 books and around 90 papers in international journals/edited books, Dr Khan is honorary chief /associate/asst. editor and board member of many online international educational journals. His ORCID ID: https://orcid.org/0000-0001-7058-2200
Olimjon Ismoilovich Eshniyozov is a Professor at Zarmed University (Samarkand Campus), Samarkand, Uzbekistan. His research interests include education, linguistics, and interdisciplinary studies in language and learning. He has contributed to research in higher education and applied linguistics through scholarly publications and academic projects. His work focuses on advancing evidence-based approaches to teaching, learning, and educational development. ORCID ID: https://orcid.org/ 0009-0006-9774-9393
Tursunova Olmos Fayziyevna is assistant Professor at Samarkand State Pedagogical Institute. Uzbekistan. She specializes philosophy of teaching, academic writing and assessment in higher education. Her research focuses on academic writing development, writing pedagogy, language policy in postcolonial context and continuous assessment. ORCID: https:// orcid.org/ 0009-0009-4330-3830
Umida Jalolidinovna Nurmatova is an Associate Professor of Philosophy at Samarkand State Pedagogical Institute, Samarkand, Uzbekistan. She specializes in Education/pedagogy with a special emphasis on national idea education, Educational philosophy, instruction, and teacher training. Her research focuses on the transformation of youth thinking in virtual reality environments and issues related to artificial intelligence.
ORCID https://orcid.org/0009-0004-2019-0515