INTEGRATING TRANSFORMATIVE APPROACHES INTO THE DEVELOPMENT OF AUTONOMOUS ENGLISH LEARNING FOR MULTILINGUAL PHARMACY STUDENTS

ISSN: 2582-4686 SJIF 2021-3.261,SJIF 20222.889, 2024-6.875 ResearchBib IF: 9.948 / 2024 VOLUME-5, ISSUE-11 1236 INTEGRATING TRANSFORMATIVE APPROACHES INTO THE DEVELOPMENT OF AUTONOMOUS ENGLISH LEARNING FOR MULTILINGUAL PHARMACY STUDENTS Author: Ikramova Shoxsanam Ravshanboy qizi Institute: Tashkent Pharmaceutical Institute, Aybek str., 45, Tashkent city, Uzbekistan Tel/Fax: (+99871)256-39-54 Email: [email protected] Abstract This article analyzes how transformative learning principles can be integrated into the autonomous English learning process of multilingual pharmacy students. Drawing from Uzbek, Russian, and English scholarly traditions, the paper argues that transformative pedagogy—characterized by critical reflection, perspective-shift learning, and dialogic engagement—strengthens independent vocabulary acquisition, self-regulation, and communicative confidence. Using findings inspired by a mixedmethods study carried out among Uzbek, Arabic, Indian, and Russian-speaking pharmacy students, the article demonstrates that EdTech-supported transformative tasks foster deeper autonomy, metacognitive awareness, and higher engagement in English for Specific Purposes (ESP) learning. Keywords: transformative learning, autonomy, multilingual learners, ESP, pharmacy education, EdTech. Article Text The rapid expansion of educational technologies and the diversification of student populations have reshaped how English for Specific Purposes (ESP) is taught in higher education. Pharmacy students from Uzbek, Arabic, Indian, and Russian language backgrounds often enter English courses with different linguistic needs, digital competences, and study habits, making autonomy an essential learning goal. Learner autonomy, as defined by Little and later expanded by Mezirow 1 , is achieved not only through independent study but through the development of reflective thinking, critical awareness, and the ability to reinterpret one’s learning experience.Transformative learning theory argues that true autonomy emerges when learners question their assumptions, challenge prior interpretations, and reconstruct new meaning perspectives through reflection and dialogue 2 . This perspective is echoed by Uzbek pedagogical scholars such as N. Xudoyberganova and D. Saparova, who emphasize that productive learning must activate the learner’s consciousness, self-evaluation, and responsibility for decision-making in the learning process 3 . In multilingual pharmacy classrooms, where learners face domain-specific terminology, pronunciation challenges, and diverse cognitive strategies, transformative techniques become essential in developing productive autonomy. Modern research shows that EdTech tools significantly enhance this transformative process. Through platforms such as Quizlet, Kahoot, Google Classroom, and YouGlish, students engage in self-paced vocabulary work, pronunciation practice, and reflective tasks that allow them to track progress, 1 Mezirow, J. Transformative Dimensions of Adult Learning. San Francisco: Jossey-Bass, 1991. — 247 p. 2 Brookfield, S. Teaching for Critical Thinking. San Francisco: Jossey-Bass, 2012. — 280 p. 3 Xudoyberganova N., Saparova D. Pedagogik integratsiya va nutq kompetensiyasi. Toshkent: Fan, 2021. — 198 b. ISSN: 2582-4686 SJIF 2021-3.261,SJIF 20222.889, 2024-6.875 ResearchBib IF: 9.948 / 2024 VOLUME-5, ISSUE-11 1237 identify weaknesses, and restructure their learning approaches 4 . Findings reported in the referenced study demonstrate that multilingual learners—especially Arabic and Indian students with higher digital familiarity—adapt quickly to technology-supported autonomy, while Uzbek and Russianspeaking learners show strong growth when scaffolded through guided reflection and structured digital tasks. Russian educational psychology also contributes to understanding this integration. Vygotsky and Leontyev maintain that language development is fundamentally a socially mediated process involving internalization and restructuring of meaning 5 . When students participate in transformative tasks such as critical incident analysis, reflective dialogue, and problem-centered discussions, they not only deepen comprehension but modify their communicative identities. As a result, learners develop greater confidence in expressing professional ideas, evaluating information, and interacting within multilingual ESP contexts. Thus, integrating transformative learning with autonomous English learning creates a pedagogically rich environment in which multilingual pharmacy students can regulate their progress, construct new knowledge, and master productive language skills that are essential for future professional communication. REFERENCES ¹ Mezirow, J. Transformative Dimensions of Adult Learning. San Francisco: Jossey-Bass, 1991. — 247 p. ² Brookfield, S. Teaching for Critical Thinking. San Francisco: Jossey-Bass, 2012. — 280 p. ³ Xudoyberganova N., Saparova D. Pedagogik integratsiya va nutq kompetensiyasi. Toshkent: Fan, 2021. — 198 b. ⁴ Harmer J., Thornbury S. How to Teach Communication and Reflection. London: Longman, 2010. — 212 p. ⁵ Vygotsky L. Thought and Language. Moscow: Pedagogika, 1982. — 350 p. 4 Harmer J., Thornbury S. How to Teach Communication and Reflection. London: Longman, 2010. — 212 p. 5 Vygotsky L. Thought and Language. Moscow: Pedagogika, 1982. — 350 p.