ANALYSING THE PERCEPTIONS OF MANAGEMENT STUDENTS TOWARD TECHNOLOGY‑ASSISTED ENGLISH LANGUAGE LEARNING IN UZBEKISTAN

This study examines the perceptions of management students in Uzbekistan towards technology‑assisted English language learning (TAELL), exploring their attitudes, usage patterns, perceived benefits, and obstacles. A mixed‑methods design was used, surveying 150 undergraduate management students in Tashkent, and conducting focus‑group interviews with 20 selected participants. The findings show generally favorable attitudes: students believe that TAELL increases flexibility, access to authentic materials, and independent learning. However, challenges are tied to inconsistent internet connectivity, lack of training for instructors, sometimes weak pedagogical design of tools, and a digital divide between urban and rural students. The study aligns with both local Uzbek research and international findings. Based on the results, recommendations are made for integrating TAELL more systematically in curricula, improving infrastructure, and offering professional development for instructors.