In this respect, the objective of this research is to provide a comparative overview of processes of the English Education Program in Uzbekistan in the context of language skills integration implemented in State and Private Schools

Introduction
In the twenty first century the term globalisation with the increasingly interdependence of nations and world’s economy has still been one of the much-discussed issues in modern society. Accordingly, the status of English as a global lingua franca has been extensively expanded all over the world, especially, in the context of developing countries. An increase in demand for learning English in the last few decades has been a central issue in the education system of Uzbekistan. As Hasanova (2017) stated the recent educational reforms in Uzbekistan have mainly focused on teaching foreign languages (English) in all levels. In the framework of the Presidential Decree №1875 on “The measures of strengthening the system of learning foreign languages” teaching languages at schools is focused on integrated approach and the requirements for language competency of the students are developed based on the standards of “Common European Framework of Reference for Languages - Learning, Teaching and Assessment” (CEFR) (M.Yuldashev 2016).

However, the claim whether language skills integration has already been implemented in both public and private educational sectors is still in question. Hence, it is desirable to carry out a further study as it is not clear to what extent secondary schools in Uzbekistan are applying for Communicative Language Teaching (CLT) in practice. Even though Grammar Translation Method (GTM) was proved to be effective in understanding the language structure, it has already failed in being practical in present-day society (Ahmad and Rao 2012). In this respect, the objective of this research is to provide a comparative overview of processes of the English Education Program in Uzbekistan in the context of language skills integration implemented in State and Private Schools.

Within this framework, the key aspects of the study will address the following research questions:

To what extend is integrated approach applied in governmental and private schools?

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  How are syllabus design and teaching materials developed through communicative language teaching according to the type of school (public or private)?
  
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  Are there any dominant Focus Skills in EFL teaching in both state and private school curricula?
  
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  What are the effects of an integrated curriculum on student achievement?
  

The previous studies and the research questions lead to the following research Hypothesis:

H1. EFL curriculum in private institutions is based on language skills integration more than the state school curriculum.

H2. Students in private schools show better academic performance in communication skills than the students in public schools.

It should end with a roadmap???

400 words?