A COMPARATIVE ANALYSIS OF CEFR AND IELTS WITH REFERENCE TO UZBEKISTAN

Abstract

This article examines the relationship between the Common European Framework of Reference for Languages (CEFR) and the International English Language Testing System (IELTS), focusing on their structures, objectives, and complementary roles in language education and assessment. It highlights similarities and differences between the two systems and explores their implementation in Uzbekistan, where CEFR has been integrated into national educational policy and IELTS has become increasingly prominent as a high-stakes English proficiency exam. The paper discusses challenges related to test integrity, resource allocation, and disparities between urban and rural areas. Recommendations are provided for policymakers, educators, and learners to improve alignment between CEFR-based language education and IELTS-focused certification.