This article explores the role and implementation of language awareness in English as a Foreign Language (EFL) classrooms. Language awareness is defined as the conscious understanding of language structures, use, and learning processes. Drawing on the theoretical frameworks of scholars such as Wright, Bolitho, and Borg, the paper highlights how language awareness serves as both a methodological approach and a professional competency in language teacher education. The study investigates the self-reported teaching practices of EFL instructors in higher education institutions in Karakalpakstan through a questionnaire focusing on tasks, materials, teacher and student roles, and assessment methods. Findings reveal that teachers actively promote language awareness through student-centered teaching, awareness-raising activities, and reflective practices. The article concludes that enhancing teachers’ language awareness - through professional development, improved communication skills, and innovative teaching methods - can significantly contribute to more effective and meaningful language learning experiences.