Author: Mardonova, Mokhinbonu Shukhrat kizi

Annotation: This article explores the adaptation of Task-Based Learning to the cultural and educational context of Uzbekistan. While Task-Based Learning is widely recognized for its effectiveness in developing communicative competence, its direct implementation may conflict with traditionally teacher-centered and exam-oriented learning environments. Using a qualitative, interpretive approach based on the analysis of academic literature and educational policy documents, the study examines key cultural, pedagogical, and institutional factors influencing task-based instruction. The findings indicate that culturally adapted Task-Based Learning characterized by structured tasks, teacher scaffolding, and assessment alignment enhances learner engagement and communicative confidence. The study concludes that successful implementation of Task-Based Learning in Uzbekistan requires contextual flexibility and cultural sensitivity, demonstrating the importance of localizing global pedagogical approaches to ensure sustainable educational outcomes.

Keywords: Task-Based Learning; cultural adaptation; language education in Uzbekistan; communicative competence; learner-centered instruction; educational context.

Pages in journal: 422 - 428