Abstract
The rapid expansion of digital technologies in education has transformed the process of English language teaching in Uzbekistan. Media-rich classrooms equipped with smartphones, multimedia platforms, interactive boards, and online learning applications create new opportunities for English as a Foreign Language (EFL) instruction. However, excessive exposure to digital media may negatively affect learners’ concentration and cognitive engagement. This thesis examines the phenomenon of attention fragmentation in media-rich EFL classrooms and analyzes its influence on English language acquisition among Uzbek learners. The study discusses the relationship between digital multitasking, cognitive overload, vocabulary retention, reading comprehension, and communicative competence. The research is based on analytical and qualitative approaches involving theoretical literature, educational observations, and pedagogical analysis. The findings indicate that digital technologies increase learner motivation and provide access to authentic language materials, but uncontrolled media use may weaken sustained attention and reduce learning effectiveness. The thesis concludes that balanced digital integration, effective classroom management, and pedagogically structured technological use are necessary for improving EFL education in Uzbekistan.
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