Development and Validation of Linguo-Creative Competence Indicators for Pre-Service English Language Teachers: A Structural Component-Based Assessment Framework
Khurshidjon Rakhimov 
Abstract. This study aims to develop and validate a structural framework for assessing linguo-creative competence among pre-service English language teachers. The framework conceptualizes linguo-creative competence as a multidimensional construct comprising three interconnected components: cognitive, personal-reflective, and activity-based. A mixed-methods design was employed using theoretical analysis, expert evaluation, classroom observation, competency-based tasks, and statistical analysis. The findings indicate that the framework provides a coherent and measurable system for identifying teachers’ strengths and developmental needs. The study contributes to English language teacher education by integrating linguistic, pedagogical, reflective, and creative dimensions into a unified competency-based assessment framework.
Keywords: linguo-creative competence, pre-service English language teachers, competency indicators, creativity, teacher education, competency-based assessment, English language teaching