PROBLEM-BASED TEACHING METHODS AND INNOVATIVE SOLUTIONS IN FOREIGN LANGUAGE EDUCATION Gaibulla Aruzhan Zhandullakyzy 3rd Year Student, Faculty of Pedagogy and Philology, Arkalyk Pedagogical University named after I. Altynsarin Arkalyk, Kazakhstan Asel Sapargalikyzy Master of Pedagogical Sciences, Faculty of Pedagogy and Philology, Arkalyk Pedagogical University named after I. Altynsarin, Arkalyk, Kazakhstan Keywords: problem-based learning; innovative pedagogical technologies; digital didactics; project-based learning; interactive methods; student-centred approach; communicative competence; foreign-language teaching methodology. Abstract This article provides a comprehensive analysis of the effectiveness of problem-based and innovative teaching methods in foreign-language education within the context of modern higher education. Based on an empirical study involving a survey of 30 students from the Faculty of Foreign Languages, dominant pedagogical strategies, learner motivation levels,

Foreign language learners often struggle to speak fluently despite years of study. This study aims to identify key factors that hinder speaking ability by surveying 20 students from various language backgrounds. Data was collected on years of study, speaking practice frequency, confidence, classroom participation, fear of mistakes, use of language outside class, and perceived teaching methods. Results indicate that most learners practice speaking infrequently, feel anxious, and receive limited speaking opportunities in class. These findings suggest that prolonged exposure alone is insufficient for developing speaking skills. Practical implications include designing curricula that emphasize active communication and reducing learner anxiety.

Translation is a widely used strategy in foreign language learning, but its role remains debated. This study investigates whether translation functions as a helpful tool or a limiting factor in language acquisition. A survey was conducted among 20 university students to examine their use of translation, its impact on vocabulary, speaking fluency, writing, and overall learning experience. Results show that translation is commonly used and can aid vocabulary comprehension, yet it may negatively affect writing and, in some cases, speaking fluency. Learners’ perceptions indicate that translation is context-dependent, serving both as a support and a potential obstacle. The findings highlight the importance of strategic and balanced use of translation within modern language teaching practices.

In many higher education institutions, foreign language instruction still relies heavily on teacher-centered, grammar-oriented approaches that limit students’ engagement, motivation, and ability to communicate meaningfully. As education becomes increasingly digital and student populations grow more diverse, there is a growing need for flexible, interactive, and learner-centered teaching strategies. This study explores key challenges associated with traditional language-teaching practices and analyzes students’ preferences through a survey of 50 university learners. The results indicate that technology-enhanced learning, interactive activities, and collaborative tasks significantly improve motivation, confidence, and communicative performance. The findings emphasize the importance of moving away from rigid traditional instruction toward modern, innovative, and technology-supported methodologies in foreign language education.