DOI: https://doi.org/10.36719/2663-4619/130/55-66
Do Lectures Still Matter in EFL Teaching in Higher
Education? Exploring Students' Perceptions in
Fergana State University
Ashurali Mirzayev1* , Matlubakhon Akhmedova1 , Guljakhon Kasimova2 ,
Mukammalkhon Kosimova3 , and Moxira Axundjanova4
Abstract. Despite being a foundational method of instruction in universities for centuries, lecture-based teaching is now under increasing scrutiny regarding its pedagogical effectiveness in the age of digital transformation. This study investigates university students' perceptions of lecture classes, focusing on their effectiveness and engagement levels. The research was conducted among 68 undergraduate English language learners at Fergana State University, using a quantitative survey approach. A structured Google Form questionnaire containing 12 closed-ended items was administered to gather data on students' experiences and attitudes toward lecture classrooms. The findings suggest that a significant proportion of students view lecture-based classes as ineffective and disengaging. Key concerns raised include the lack of interaction, persistent classroom noise, and insufficient subject knowledge demonstrated by some instructors. The study also highlights a growing preference for more interactive, student-centered approaches such as group discussions, task-based learning, and technology-enhanced instruction. This research contributes to the ongoing debate on the future of traditional lectures in higher education, particularly within English as a Foreign Language (EFL) contexts.
Keywords: lecture-based teaching, student perceptions, higher education, EFL, interactive learning