THE ROLE OF REFLECTION IN DEVELOPING LANGUAGE SKILLS: IMPLEMENTING REFLECTIVE PRACTICES IN ENGLISH LANGUAGE TEACHING IN UZBEKISTAN’S HIGHER EDUCATION

Abstract

This paper explores the role of reflection in the development of English language skills among university students in Uzbekistan. As higher education institutions across the country strive to modernize and internationalize their language curricula, reflective practices have emerged as powerful tools for fostering learner autonomy, enhancing metacognitive awareness, and deepening language acquisition. Drawing upon theoretical models such as Schön’s reflective practitioner framework and Kolb’s experiential learning cycle, the study investigates how structured reflection—through learner journals, self-assessment, peer feedback, and portfolio writing—can support the growth of speaking, writing, reading, and listening skills in English. The study combines a review of international and regional literature with classroom-based research conducted at a non-linguistic university in Uzbekistan. Results indicate that integrating reflection into English language instruction contributes to improved learner motivation, greater awareness of learning strategies, and more sustained language development. The paper concludes with pedagogical recommendations for incorporating reflective tasks into English for Academic Purposes (EAP) and general English courses in higher education settings.