Developing an Individual Methodology of Teaching English in an Adaptive Digital Learning Environment

The article examines, from theoretical and practical perspectives, the development of an individual methodology for teaching English in an adaptive digital learning environment. It synthesises the pedagogical foundations of adaptive instruction (the effectiveness of one-to-one tutoring, the zone of proximal development, the comprehensible input hypothesis), findings of international research on the effectiveness of intelligent tutoring systems, and the regulatory framework of the Republic of Uzbekistan on foreign language teaching. The author proposes a six-component model of individual methodology grounded in CEFR descriptors (diagnostic module, learner model, content bank, adaptive algorithm, spaced repetition, teacher monitoring), and substantiates the stages of its implementation and the criteria for evaluating its effectiveness.