PROBLEMATIC TEACHING METHODS AND INNOVATIVE
SOLUTIONS IN FOREIGN LANGUAGE EDUCATION
GAIBULLA ARUZHAN ZHANDULLAKYZY, ASSEL SAPARGALIKYZY
3rd Year Student, Faculty of Pedagogy and Philology,
Arkalyk Pedagogical University named after I. Altynsarin, Arkalyk, Kazakhstan
e-mail: arugaibulla66@gmail.com
Senior Lecturer, Faculty of Pedagogy and Philology,
Arkalyk Pedagogical University named after I. Altynsarin, Arkalyk, Kazakhstan
Abstract
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.
Keywords:
foreign language education; teaching methods; innovation; student-centered
learning; digital tools.
Introduction
In the context of global communication and international academic exchange,
proficiency in foreign languages has become essential. Despite this growing
importance, many universities still depend on outdated instructional models such as
translation-based teaching, lecture-driven lessons, and repetitive grammar
exercises. These practices frequently lead to decreased learner motivation, minimal
interaction, and limited opportunities for authentic communication. Research in
language pedagogy demonstrates that learners achieve stronger outcomes when
instruction requires them to collaborate, interact, and use the target language
meaningfully. Approaches such as communicative language teaching, task-based

learning, and technology-enhanced instruction promote learner autonomy and
encourage active participation. The purpose of this study is to identify problematic
aspects of conventional language-teaching methods and to highlight innovative
practices that university students find more effective and motivating.
Literature Review
A substantial body of research has shown that traditional
approaches—particularly grammar-translation and lecture-oriented instruction—are
not well aligned with the needs of modern learners. These methods emphasize
memorization and linguistic accuracy rather than communication and fluency.
Learner-centered approaches, including communicative, task-based, and
project-based models, offer richer opportunities for authentic interaction and
meaningful language use. Numerous studies on digital learning tools demonstrate
that technological resources provide access to authentic materials, encourage
autonomous practice, and enhance student engagement. Motivation remains a
crucial factor in successful language acquisition. Learning environments that
empower students and encourage communication tend to promote stronger
long-term achievement.
Methodology
This research employed a quantitative design using a structured questionnaire
delivered to 50 students from the Faculty of Pedagogy and Philology at Arkalyk
Pedagogical University. Participation was voluntary and anonymous. The
questionnaire consisted of seven closed-ended questions addressing:
 frequently used teaching methods
 levels of student motivation
 engagement in interactive activities
 attitudes toward the integration of digital tools Descriptive statistics were used to
interpret the responses and identify major trends in students’ experiences and
preferences.
Results
The results show that students generally feel less motivated during traditional
lecture-based lessons, while more interactive and innovative teaching strategies
produce more positive reactions. Student motivation during traditional instruction:
High — 10%
Moderate — 20%
Low — 70%
Perceived effectiveness of innovative practices:

Group discussions and collaborative tasks — 80%
Task-based or project-oriented learning — 78%
Use of digital technologies — 65%
Discussion
The findings reinforce previous research indicating that teacher-centered
instruction does not adequately develop communicative competence. Limited
interaction, an excessive focus on grammar, and repetitive drills hinder students’
confidence and restrict meaningful language practice. Innovative methodologies
create environments in which learners actively collaborate, exchange ideas, and
apply language skills in realistic contexts. The integration of digital
technologies—online platforms, multimedia materials, and interactive
apps—provides flexibility and enhances exposure to authentic language.
Conclusion
This study demonstrates that traditional language-teaching practices can
negatively affect learners’ motivation and communicative growth. Interactive,
student-centered, and technology-enhanced approaches significantly improve
engagement and confidence, offering more effective pathways for language
development. Foreign language educators are encouraged to incorporate modern
instructional strategies, integrate collaborative learning formats, and use digital
tools to improve the overall quality of language education.
References
Brown, H. D. (2007). Principles of language learning and teaching (5th ed.). Pearson.
Dörnyei, Z. (2005). The psychology of the language learner. Routledge.
Harmer, J. (2015). How to teach English (4th ed.). Longman.
Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching (3rd ed.).
Cambridge University Press.
Chapelle, C. A. (2001). Computer applications in second language acquisition. Cambridge
University Press.