THE IMPACT OF ENGLISH LANGUAGE TEACHERS’ INSTRUCTIONAL METHODS ON STUDENTS’ SECOND LANGUAGE ACQUISITION

Abstract

This article investigates the influence of English language teachers' instructional methods on students’ second language acquisition (SLA). The study is based on empirical data collected from Uzbek university students learning English as a foreign language. The research explores how various teaching strategies—such as grammar-translation, communicative language teaching, and task-based learning—affect students' proficiency and motivation. Findings reveal that interactive and student-centered approaches significantly enhance learners' communicative competence, whereas traditional methods often fail to engage learners fully. The study concludes with recommendations for educators seeking to optimize SLA outcomes through methodologically sound practices.