BEYOND TRADITIONAL CLASSROOMS: MONTESSORI’S HUMANISTIC SYSTEM IN EARLY ENGLISH EDUCATION IN UZBEKISTAN

Abstract

In recent years, primary education has increasingly emphasized child-centered learning approaches that foster intrinsic motivation, learner autonomy, and cognitive development. The Montessori method represents a prominent example of this educational paradigm, providing a structured and learner-oriented environment in which children are encouraged to explore, experiment, and acquire knowledge independently, without excessive pressure or fear of making mistakes.

This study investigates the effectiveness of the Montessori approach in early English language education among first-grade students aged 7–8 in the Samarkand, Bukhara, Khorezm, and Navoi regions of Uzbekistan. The experimental study involved a total of 279 students, including 141 learners in Montessori-based experimental groups and 138 students in traditional instruction control groups.

The findings demonstrate that students taught through the Montessori approach achieved better results than their peers in traditional classrooms across several areas of English language learning, including phonemic awareness, vocabulary acquisition, and communicative performance. In addition to measurable academic improvements, the Montessori approach had a positive influence on students’ classroom engagement, self-confidence, intrinsic motivation, and willingness to communicate in English.

The results suggest that integrating Montessori principles into early foreign language instruction can contribute to the development of both linguistic competence and positive learner attitudes. The approach may therefore serve as an effective pedagogical framework for improving the quality of English language education at the primary-school level in Uzbekistan.