EFFECTIVE METHODS TO ENHANCE YOUNG LEARNERS’ EXPERIENCE ON IELTS

Authors

  • Yokubjonova Dilnavozxon Serobjon kizi, Muhammadjonova Ismigul Islomjon kizi Qo’qon Universiteti

Keywords:

IELTS teaching, young learners, Uzbekistan, communicative approach, language learning experience, test preparation.

Abstract

This article explores effective strategies for teaching IELTS to young learners in Uzbekistan, emphasizing methods that enhance both their linguistic competence and test-taking experience. The study discusses practical classroom techniques, motivation strategies, and digital tools that foster engagement and measurable improvement in students’ IELTS performance. Findings suggest that communicative approaches, task-based learning, and formative feedback significantly enhance learners’ confidence and proficiency in all four IELTS skills — Listening, Reading, Writing, and Speaking.

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References

Brown, H. D. (2020). Teaching by Principles: An Interactive Approach to Language Pedagogy (4th ed.). Pearson Education.

Islomov, B. (2022). Developing Communicative Skills in IELTS Preparation. Tashkent State Pedagogical University Journal.

Karimova, N. (2021). Modern Trends in Teaching IELTS in Uzbekistan. Uzbek Journal of Education and Innovation Studies.

Lee, J. (2021). Digital Learning Tools and Their Impact on IELTS Preparation. Asian EFL Journal, 23(4), 145–160.

Richards, J. C. (2017). Developing Classroom Communication Competence. Cambridge University Press.

Richards, J. C., & Rodgers, T. S. (2014). Approaches and Methods in Language Teaching (3rd ed.). Cambridge University Press.

Willis, D., & Willis, J. (2011). Doing Task-Based Teaching. Oxford University Press.

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Published

2025-12-05

How to Cite

Yokubjonova Dilnavozxon Serobjon kizi, Muhammadjonova Ismigul Islomjon kizi. (2025). EFFECTIVE METHODS TO ENHANCE YOUNG LEARNERS’ EXPERIENCE ON IELTS. Journal of Applied Science and Social Science, 15(12), 105–108. Retrieved from https://www.internationaljournal.co.in/index.php/jasass/article/view/2542

Issue

Vol. 15 No. 12 (2025): Volume 15 Issue 12

Section

Articles

License

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