Enhancing learner autonomy in ELT through effective lesson planning in Uzbek schools

Teachers’ perspectives on lesson planning can differ greatly from person to person. This study examines the most important aspects of lesson planning for building learner autonomy in English Language Teaching (ELT). Additionally, many students of foreign languages have few opportunities to practice their target language (TL) outside of the classroom, making it crucial for aspiring learners to use that language as frequently as possible. The goal, therefore, is to build a practical foundation for language use in the classroom, working towards a point where students can learn and practice on their own - in other words, to foster learner autonomy through effective lesson planning. To this end, it is important to make the classroom experience as encouraging as possible, both in attitude and material.  A lesson that is both relevant and meaningful to students will improve their willingness to participate, promote learner creativity, eliminate boredom, and increase motivation. Planned classes should be realistic about the length and difficulty of each activity, and instructors should be prepared to “fill in the gaps” when activities take too much, or too little, time. This paper analyzes and provides suggestions for enhancing learner autonomy in ELT through effective lesson planning in Uzbek schools - specifically in the context of the English-Speaking Nation (ESN) training program, which addresses some of the challenges faced by Uzbek schools. The authors hope that the current article serves as a guideline for future English language teachers on lesson planning and promotes learner autonomy.