The theory of developing students’ communicative competence based on the Pirls International Assessment Program
Abstract:
Purpose: This study aims to develop a theoretical framework for enhancing students’ communicative competence by integrating principles and methodologies from the PIRLS International Assessment Program. Specifically, the objective is to identify how the PIRLS approach to reading literacy can inform the development of students’ abilities to comprehend, interpret, and communicate effectively across diverse contexts.
Research/methodology: This article employed conceptual, analytical, comparative, and systematic methods to explore the role of the PIRLS international assessment program in fostering students' communicative competence. It analyzed PIRLS alongside other global assessment systems such as PISA, TALIS, EGRA, and TIMSS, linking their frameworks to competency-based education approaches. The study also examined how PIRLS is implemented in Uzbekistan compared to developed countries, supported by official documents and legal frameworks.
Results: Uzbekistan has strategically adopted international standards to enhance education quality, as outlined in Presidential Decree No. 5712 and Resolution No. 997, which mandate the implementation of assessments like PIRLS and the development of a national question bank. The PIRLS framework is central to the country’s plan to establish a national evaluation system focused on primary students’ literacy in reading, math, and science. Beyond benchmarking, PIRLS serves as both a diagnostic tool and a means to improve educational practices and address disparities within the system.
Conclusions: The PIRLS program is an important tool for improving students’ communicative competence and reading literacy. In Uzbekistan, it is now seen as a way to raise educational standards rather than just a control method. This shift supports curriculum improvement, modern teaching methods, and better student communication skills.
Limitations: This study is conceptually grounded and does not include empirical data or field-based validation, which may limit the generalizability of its conclusions. Additionally, the analysis primarily focuses on the Uzbek education system, so its applicability to other national contexts may vary.
Contribution: This study contributes by offering a theoretical perspective on how the PIRLS assessment program can be leveraged to enhance communicative competence in primary education systems.
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Bendixen, M., Daveronis, J., & Kennair, L. E. O. (2018). The Effects of Non-Physical Peer Sexual Harassment on High School Students’ Psychological Well-Being in Norway: Consistent and Stable Findings Across Studies. International journal of public health, 63(1), 3-11. doi:https://doi.org/10.1007/s00038-017-1049-3
Dara, D., Soomro, A. G., Ny, S., Hong, C. K., & Elshamy, E. (2024). Exploring Communicative Competence: Definitions, Advancements, and Implementations across Disciplines. AITU SCIENTIFIC RESEARCH JOURNAL, 3(2). doi:http://dx.doi.org/10.63094/AITUSRJ.24.3.2.2
Farmonovna, R. K. (2025). Improving the Theoretical Foundations of Using the Pirls International Assessment Program in Educational Integration. Intelektualitas Jurnal Penelitian Lintas Keilmuan, 1(4), 1-8. doi:https://doi.org/10.47134/intelektualitas.v1i4.3921
Khabibjonov, U., & Sakibayeva, T. (2024). The Structure of Pirls International Assessment System. The Role in the Country’s Economy and Education System. Science and innovation, 3(7), 55-59.
Mardiana, R. (2024). The Importance of Pragmatic Knowledge and Competence in Maintaining Communication. Lingua, 20(1), 123-136. doi:https://doi.org/10.34005/lingua.v20i1.3902
Mislawiyadi. (2023). Using a Communicative Approach to Teaching Speaking Skills at Ibrahimy University. Jurnal Multidisiplin Ibrahimy, 1(1), 36-52. doi:https://doi.org/10.35316/jummy.v1i1.3536
Mootoosamy, K., & Aryadoust, V. (2024). Transitioning from Communicative Competence to Multimodal and Intercultural Competencies: A Systematic Review. Societies, 14(7), 115. doi:https://doi.org/10.3390/soc14070115
Murphy, D. H., Little, J. L., & Bjork, E. L. (2023). The Value of Using Tests in Education as Tools for Learning—Not Just for Assessment. Educational Psychology Review, 35(3), 1-21. doi:https://doi.org/10.1007/s10648-023-09808-3
Nahdi, K., Yunitasari, D., Arianti, B. D. D., Atiaturrahmaniah, A., & Usuluddin, U. (2024). Reading Literacy of Elementary School Students Based upon PIRLS Framework. Voices of English Language Education Society, 8(1), 220-229. doi:http://dx.doi.org/10.29408/veles.v8i1.25682
Pongsophon, P. (2024). Deciphering the layers of reading achievement: A multi?level analysis of student and school?level predictors in top?performing PIRLS 2021 countries. British Educational Research Journal, 50(6), 2777-2798. doi:https://doi.org/10.1002/berj.4053
Qasserras, L. (2023). Systematic Review of Communicative Language Teaching (CLT) in Language Education: A Balanced Perspective. European Journal of Education and Pedagogy, 4(6), 17-23. doi:https://doi.org/10.24018/ejedu.2023.4.6.763
Ratul, S. S., Nayma, J., & Rahman, S. B. (2023). An analysis of the perceptions of CSR among Bangladeshi Business School students. International Journal of Financial, Accounting, and Management, 5(1), 35-58.
Stiff, J., Lenkeit, J., Hopfenbeck, T. N., Kayton, H. L., & McGrane, J. A. (2023). Research engagement in the Progress in International Reading Literacy Study: A systematic review. Educational Research Review, 40, 100547. doi:https://doi.org/10.1016/j.edurev.2023.100547
Tabasi, Y., Tondowala, I., Tupamahu, M., Sigilipu, F., & Ayu Kartika Septiana, K. (2024). The Effectiveness of Technology-Enhanced Learning Tools in English Language Education. Journal on Education, 6(4), 21589-21601. doi:https://doi.org/10.31004/joe.v6i4.6308
Yusupalieva, S. (2024). Developing Students Communicative Competence using Authentic Materials with Information Technologies. International Journal of Industrial Engineering, Technology & Operations Management, 2(2), 59-62. doi:https://doi.org/10.62157/ijietom.v2i2.62
- Bendixen, M., Daveronis, J., & Kennair, L. E. O. (2018). The Effects of Non-Physical Peer Sexual Harassment on High School Students’ Psychological Well-Being in Norway: Consistent and Stable Findings Across Studies. International journal of public health, 63(1), 3-11. doi:https://doi.org/10.1007/s00038-017-1049-3
- Dara, D., Soomro, A. G., Ny, S., Hong, C. K., & Elshamy, E. (2024). Exploring Communicative Competence: Definitions, Advancements, and Implementations across Disciplines. AITU SCIENTIFIC RESEARCH JOURNAL, 3(2). doi:http://dx.doi.org/10.63094/AITUSRJ.24.3.2.2
- Farmonovna, R. K. (2025). Improving the Theoretical Foundations of Using the Pirls International Assessment Program in Educational Integration. Intelektualitas Jurnal Penelitian Lintas Keilmuan, 1(4), 1-8. doi:https://doi.org/10.47134/intelektualitas.v1i4.3921
- Khabibjonov, U., & Sakibayeva, T. (2024). The Structure of Pirls International Assessment System. The Role in the Country’s Economy and Education System. Science and innovation, 3(7), 55-59.
- Mardiana, R. (2024). The Importance of Pragmatic Knowledge and Competence in Maintaining Communication. Lingua, 20(1), 123-136. doi:https://doi.org/10.34005/lingua.v20i1.3902
- Mislawiyadi. (2023). Using a Communicative Approach to Teaching Speaking Skills at Ibrahimy University. Jurnal Multidisiplin Ibrahimy, 1(1), 36-52. doi:https://doi.org/10.35316/jummy.v1i1.3536
- Mootoosamy, K., & Aryadoust, V. (2024). Transitioning from Communicative Competence to Multimodal and Intercultural Competencies: A Systematic Review. Societies, 14(7), 115. doi:https://doi.org/10.3390/soc14070115
- Murphy, D. H., Little, J. L., & Bjork, E. L. (2023). The Value of Using Tests in Education as Tools for Learning—Not Just for Assessment. Educational Psychology Review, 35(3), 1-21. doi:https://doi.org/10.1007/s10648-023-09808-3
- Nahdi, K., Yunitasari, D., Arianti, B. D. D., Atiaturrahmaniah, A., & Usuluddin, U. (2024). Reading Literacy of Elementary School Students Based upon PIRLS Framework. Voices of English Language Education Society, 8(1), 220-229. doi:http://dx.doi.org/10.29408/veles.v8i1.25682
- Pongsophon, P. (2024). Deciphering the layers of reading achievement: A multi?level analysis of student and school?level predictors in top?performing PIRLS 2021 countries. British Educational Research Journal, 50(6), 2777-2798. doi:https://doi.org/10.1002/berj.4053
- Qasserras, L. (2023). Systematic Review of Communicative Language Teaching (CLT) in Language Education: A Balanced Perspective. European Journal of Education and Pedagogy, 4(6), 17-23. doi:https://doi.org/10.24018/ejedu.2023.4.6.763
- Ratul, S. S., Nayma, J., & Rahman, S. B. (2023). An analysis of the perceptions of CSR among Bangladeshi Business School students. International Journal of Financial, Accounting, and Management, 5(1), 35-58.
- Stiff, J., Lenkeit, J., Hopfenbeck, T. N., Kayton, H. L., & McGrane, J. A. (2023). Research engagement in the Progress in International Reading Literacy Study: A systematic review. Educational Research Review, 40, 100547. doi:https://doi.org/10.1016/j.edurev.2023.100547
- Tabasi, Y., Tondowala, I., Tupamahu, M., Sigilipu, F., & Ayu Kartika Septiana, K. (2024). The Effectiveness of Technology-Enhanced Learning Tools in English Language Education. Journal on Education, 6(4), 21589-21601. doi:https://doi.org/10.31004/joe.v6i4.6308
- Yusupalieva, S. (2024). Developing Students Communicative Competence using Authentic Materials with Information Technologies. International Journal of Industrial Engineering, Technology & Operations Management, 2(2), 59-62. doi:https://doi.org/10.62157/ijietom.v2i2.62
