EFL Teachers’ Perceptions and Practices of Project-Based Learning in Primary Education: A Survey-Based Study

In recent years, primary English education in post-Soviet Central Asia has changed considerably. Likewise, Uzbekistan has been placing strong emphasis on developing communicative skills from the early grades. Project-Based Learning (PBL) has gained attention as it enables learners to use language for real-life purposes rather than only practising grammar. However, there is limited research on how Uzbek primary EFL teachers understand, apply, and evaluate PBL. This study reports on a survey of 17 teachers from three primary schools in Tashkent, Urgench, and Kosonsoy. As schools typically employ only a few English teachers, the participants represent the full teaching staff. Data from a 20-item questionnaire show that most teachers view PBL positively and use it to some extent, especially to practice speaking and listening skills. At the same time, challenges have arised such as very limited time, young learners’ pedagogical and psychological needs, and lack of resources. At the end of the paper, practical recommendations for educators and curriculum developers are presented.

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