METHODOLOGICAL COMPETENCE OF PRE-SERVICE EFL TEACHERS: ORGANIZATION AND IMPLEMENTATION OF A MULTI-STAGE EXPERIMENTAL STUDY IN UZBEKISTAN

Abstract

The development of methodological competence among pre-service foreign language teachers remains a priority in contemporary teacher education systems. This study investigates the organization and implementation of a three-stage experimental research project aimed at enhancing methodological preparedness among master’s students enrolled in “Foreign Language and Literature” programs across multiple higher education institutions in Uzbekistan. The research was conducted between 2022 and 2025 and involved 927 participants from five universities. The experimental design included diagnostic (ascertaining), developmental, and final evaluation stages. Data were collected through questionnaires, observation, testing, and performance-based assessment using clearly defined competence-level criteria. The findings indicate significant growth in methodological thinking, lesson planning skills, integration of innovative technologies, and communicative teaching practices. The results confirm that structured experimental intervention, grounded in systematic and activity-based approaches, substantially improves professional-methodological readiness among future EFL teachers.