Articles · Vol. 5 No. 2 (2026)

MECHANISMS FOR INCREASING MOTIVATION TO LEARN COMMUNICATIVE SKILLS IN FOREIGN LANGUAGES AMONG MEDICAL STUDENTS IN UZBEKISTAN: PROBLEMS AND SOLUTIONS

Authors

  • Shoira QORAVOYEVA Assistant teacher of the Department of Social Sciences and Foreign Languages, Chirchik Branch of Tashkent State Medical University

Keywords

medical education English for Medical Purposes (EMP) student motivation English-Medium Instruction (EMI) L2 Motivational Self System peer-assisted learning blended learning

Abstract

This article reviews Uzbekistan-specific challenges, drawing on local studies (e.g., Fozilova, 2026; Madraximova, 2026) and comparative evidence from non-Anglophone contexts. It proposes targeted mechanisms grounded in Dörnyei’s L2 Motivational Self System and Self-Determination Theory: mandatory early-year EMP integration aligned with clinical subjects and national reforms, peer-assisted learning (PAL) in mixed local-international groups, blended learning via platforms like Moodle/HEMIS with gamification and role-playing simulations, and institutional support including specialized teacher training and language centers. These strategies aim to enhance instrumentality (career benefits), strengthen the Ideal L2 Self (vision as a globally competitive doctor), reduce anxiety, and promote sustainable engagement amid Uzbekistan’s drive for international medical education competitiveness.

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