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"LEARNING BY DOING" AS AN EFFECTIVE METHOD IN MOTHER TONGUE
TEACHING: EVIDENCE FROM UZBEK AND ENGLISH LANGUAGE CONTEXTS
Tashpulatova Mufazzal Ravshanbekovna
Mirzo Ulugbek district, Tashkent city
Higher category teacher of native language and literature at school No. 207
Master's student at the International Nordic University.
https://doi.org/10.5281/zenodo.17381440
Abstract
. This article examines the effectiveness of the "Learning by Doing" approach in
mother tongue instruction, focusing on Uzbek and English language contexts. The findings
suggest that "Learning by Doing" approaches are particularly valuable in developing critical
thinking, creative expression, and authentic language use in both Uzbek and English native
speaker contexts.
Keywords:
Learning by Doing, mother tongue education, experiential learning, active
learning methods.
"ОБУЧЕНИЕ НА ПРАКТИКЕ" КАК ЭФФЕКТИВНЫЙ МЕТОД ОБУЧЕНИЯ
РОДНОМУ ЯЗЫКУ: ПРИМЕРЫ ИЗ УЗБЕКСКОГО И АНГЛИЙСКОГО
ЯЗЫКОВЫХ КОНТЕКСТОВ
Аннотация.
В данной статье рассматривается эффективность подхода
«Обучение через действие» в обучении родному языку, уделяя особое внимание
контекстам узбекского и английского языков. Результаты показывают, что подходы
«обучения на практике» особенно ценны для развития критического мышления,
творческого самовыражения и аутентичного использования языка как в среде носителей
узбекского, так и английского языка.
Ключевые слова:
Обучение через действие, обучение родному языку,
экспериментальное обучение, активные методы обучения.
INTRODUCTION
The "Learning by Doing" philosophy, originally articulated by John Dewey in the early
twentieth century, represents a transformative approach to education that emphasizes experiential
learning over passive reception of knowledge. In the context of mother tongue instruction, this
pedagogical framework has gained substantial attention among educators and researchers
seeking more effective methods for developing linguistic competence and literacy skills. The
traditional approach to native language education, characterized by grammar-focused instruction,
rote memorization, and decontextualized exercises, has faced increasing criticism for failing to
develop students' communicative abilities and critical thinking skills [1].
Contemporary language pedagogy increasingly recognizes that learners acquire linguistic
competence most effectively when they actively engage with language in meaningful, purposeful
contexts rather than simply memorizing rules and vocabulary lists. This shift in educational
philosophy is particularly relevant for mother tongue instruction, where the goal extends beyond
basic literacy to encompass sophisticated communication skills, cultural literacy, and the ability
to use language as a tool for learning across all academic disciplines [2]. The application of
"Learning by Doing" principles to mother tongue education in both Uzbek and English contexts
offers valuable insights into how experiential learning can enhance language development, foster
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deeper engagement with linguistic and cultural heritage, and prepare students for the complex
communicative demands of contemporary society.
METHODOLOGY AND LITERATURE REVIEW
This study employs a qualitative research methodology based on systematic literature
analysis and critical examination of pedagogical theories and practices related to experiential
learning in mother tongue education. The theoretical foundation for "Learning by Doing" in
language education derives from multiple interconnected frameworks. Dewey's experiential
learning theory posits that education should be grounded in authentic experiences that connect to
students' lives and require active problem-solving and reflection [3].
Kolb's experiential learning cycle extends this framework by describing how learners
progress through concrete experience, reflective observation, abstract conceptualization, and
active experimentation, emphasizing that effective learning requires engagement at all stages of
this cycle [4]. In the context of mother tongue instruction, these principles translate into
pedagogical approaches that prioritize authentic communication tasks, meaningful language use,
and reflective practice over isolated skill drills and decontextualized grammar instruction.
Contemporary research in language pedagogy supports the effectiveness of experiential
approaches in mother tongue education.
Halliday's functional linguistics framework demonstrates that language learning occurs
most naturally when learners use language to accomplish real purposes in authentic contexts,
suggesting that mother tongue instruction should focus on helping students develop their ability
to use language effectively across various social and academic situations [5]. Studies examining
literacy development in native language contexts consistently show that students who engage in
extensive reading, creative writing, collaborative discussion, and project-based learning develop
stronger language skills than those who primarily complete grammar exercises and
comprehension worksheets [6].
In Uzbek language education, recent pedagogical reforms have emphasized the
importance of active learning methodologies that engage students in meaningful language use.
Research by Uzbek scholars highlights that traditional approaches focusing primarily on
grammatical analysis and literary text memorization often fail to develop students'
communicative competence and critical thinking abilities [7]. The implementation of workshop-
based approaches to reading and writing instruction, project-based learning initiatives, and
authentic communication tasks has shown considerable success in developing students' linguistic
competence and fostering deeper engagement with language and literature [8].
Comparative analysis of Uzbek and English mother tongue education reveals common
challenges and opportunities in implementing "Learning by Doing" approaches. Both contexts
face tensions between traditional examination-focused instruction and more innovative
experiential methodologies, as well as practical challenges related to class sizes, teacher training,
and resource availability [9]. Effective implementation of "Learning by Doing" approaches
requires teachers to move beyond the role of information transmitter to become facilitators who
design meaningful learning experiences, provide appropriate support and guidance, and help
students reflect on and consolidate their learning [10].
RESULTS AND DISCUSSION
The analysis of literature and pedagogical practices reveals several key findings regarding
the effectiveness of "Learning by Doing" approaches in mother tongue education. First,
experiential learning methodologies consistently demonstrate superior outcomes compared to
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traditional instruction in developing students' communicative competence, critical thinking
abilities, and engagement with their native language. Students who participate in active, practice-
based learning experiences show greater fluency in oral and written communication, stronger
ability to adapt their language use to different contexts and purposes, and more sophisticated
understanding of linguistic structures and conventions. These improvements appear across
diverse student populations and educational contexts, suggesting that the benefits of experiential
learning are not limited to particular demographic groups or institutional settings. Second, the
implementation of "Learning by Doing" approaches in mother tongue education addresses
several critical limitations of traditional instruction methods.
By situating language learning within meaningful, purposeful contexts, experiential
methodologies help students understand the relevance and utility of linguistic knowledge,
increasing their motivation and engagement. When students write for authentic audiences,
engage in substantive discussions about topics that matter to them, create multimedia
presentations, or participate in dramatic performances, they develop a sense of language as a
powerful tool for communication and expression rather than simply a set of rules to be
memorized. This shift in perspective has profound implications for students' long-term
relationship with their native language and their willingness to continue developing their
linguistic abilities beyond formal schooling. Third, the analysis reveals important considerations
for effective implementation of experiential learning in mother tongue contexts. Simply
incorporating activities or projects into instruction does not automatically produce the benefits
associated with "Learning by Doing" approaches.
Effective implementation requires careful design of learning experiences that provide
appropriate challenge, clear learning objectives, opportunities for practice and feedback, and
structured reflection that helps students consolidate their learning and transfer knowledge to new
contexts. Teachers must balance structure and flexibility, providing sufficient guidance to ensure
productive learning while allowing space for student initiative, creativity, and authentic
expression. The integration of assessment practices that align with experiential learning
principles also emerges as a critical factor in successful implementation.
Traditional testing methods that focus on isolated skills and decontextualized knowledge
often fail to capture the complex competencies that experiential learning develops.
Portfolio-based assessment, performance tasks, and authentic demonstrations of learning
provide more valid measures of students' linguistic abilities and better support the learning
processes that "Learning by Doing" approaches aim to foster. Furthermore, the comparison
between Uzbek and English contexts reveals that while the specific manifestations of "Learning
by Doing" may vary based on linguistic and cultural factors, the underlying principles and
benefits remain consistent across both contexts. Both Uzbek and English mother tongue
educators face similar challenges in moving beyond examination-focused instruction toward
more experiential approaches, and both contexts demonstrate that when teachers receive
appropriate support and resources, they can successfully implement more active, engaging
learning methodologies that significantly improve student outcomes.
The discussion also highlights potential challenges and limitations in implementing
"Learning by Doing" approaches. Resource constraints, large class sizes, examination pressures,
and limited teacher preparation can all impede effective implementation of experiential learning
methodologies. Additionally, some critics argue that experiential approaches may not provide
sufficient systematic instruction in linguistic structures and conventions, potentially leaving gaps
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in students' knowledge. However, the literature suggests that these concerns can be addressed
through thoughtful pedagogical design that integrates explicit instruction within meaningful
learning contexts, ensuring that students develop both practical competence and systematic
understanding of their native language.
CONCLUSION
This analysis demonstrates that "Learning by Doing" approaches offer significant
advantages over traditional methods in mother tongue education, effectively developing students'
communicative competence, critical thinking abilities, and engagement with their native
language in both Uzbek and English contexts. The integration of experiential learning
principles—emphasizing authentic communication tasks, meaningful language use, active
student engagement, and reflective practice—addresses critical limitations of grammar-focused,
transmission-oriented instruction and better prepares students for the complex linguistic demands
of contemporary society. While implementation challenges exist, the substantial benefits
documented across diverse educational contexts justify continued efforts to incorporate
experiential methodologies into mother tongue instruction.
Future developments in this area should focus on providing teachers with appropriate
professional development, creating resources that support experiential learning, developing
assessment practices that align with active learning principles, and conducting further research to
refine our understanding of how "Learning by Doing" approaches can most effectively support
linguistic development in diverse educational contexts. The evidence strongly suggests that
prioritizing active, practice-based learning experiences in mother tongue education represents not
merely an alternative pedagogical approach but a fundamental improvement in how we prepare
students to use their native language as a powerful tool for communication, learning, and
participation in their linguistic and cultural communities.
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