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Bibliographies thématiques / Uzbek EFL learners

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Articles de revues

Littérature scientifique sur le sujet « Uzbek EFL learners »

Auteur : Grafiati

Publié le 7 juin 2025

Mis à jour le 2 août 2025

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Articles de revues sur le sujet "Uzbek EFL learners"

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Urinboev, Abbosbek Azamjon ugli, and Khusnigul Tursunali kizi Kurbonova. "MORPHOLOGICAL ERRORS IN WRITING OF UZBEK EFL LEARNERS." Theoretical & Applied Science 117, no. 01 (2023): 652–58. http://dx.doi.org/10.15863/tas.2023.01.117.53.

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Botirova Hakimjon qizi, Zebo, and Islomjon Umrzoqov Israilovich. "Practical strategies to teach vocabulary through games in EFL beginner classes: the case study of some secondary schools in Namangan region." International Journal on Integrated Education 2, no. 6 (2019): 94–96. http://dx.doi.org/10.31149/ijie.v2i6.212.

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One of the difficult aspects of learning a foreign language, particularly in an EFL context, is vocabulary teaching and learning .This article investigates the difficulties faced by EFL teachers and their learners in the process of teaching and learning English language .It aims at exploring the motivating potential of games in improving the teaching and learning vocabulary in EFL beginners’ classes in Uzbek secondary schools.

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Mahbuba, Rasulova Ravshan qizi. "EXAMINING APPLICABLE METHODS AND TECHNIQUES TO FOSTER EFL LEARNERS' SPEAKING SKILLS." Eurasian Journal of Academic Research 1, no. 9 (2022): 549–63. https://doi.org/10.5281/zenodo.5813048.

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The present investigation aims at defining the concept of varied language input in EFL speaking classes by applying various teaching strategies, techniques and methods. The correlation of speaking with other skills and how to integrate them effectively will also be clarified in order to enhance spoken output of the learners. The dichotomy between modern and traditional approaches with regards to efficacy in reinforcing oral competence of EFL learners will have an elaborate investigation in this paper through applying in authentic experimental teaching process.       &n

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Khidirov, Ozodjon, and Yoo-Jean Lee. "EFL Students’ Perceptions of ChatGPT Feedback in IELTS Opinion Essays." STEM Journal 26, no. 1 (2025): 46–62. https://doi.org/10.16875/stem.2025.26.1.46.

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This study investigates Uzbek EFL students’ perceptions of ChatGPT as a tool for IELTS Opinion Essay writing support, and explores the aspects of writing that they perceived as most effectively addressed by feedback from ChatGPT. Given the challenges many candidates face in IELTS writing, this research addresses a critical gap in understanding AI-driven writing support. 26 Uzbek EFL students preparing for IELTS participated in the study. After an introductory session on using ChatGPT with a pre-designed prompt, students wrote IELTS opinion essays, obtained ChatGPT feedback, and completed a sur

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Ummatova, Xusnida Abdujabbor qizi. "INTEGRATING TECHNIQUES TO INCREASE THE SPEAKING ABILITY OF CEFR B1 LEVEL LEARNERS IN EFL CLASSES." EURASIAN JOURNAL OF ACADEMIC RESEARCH 2, no. 2 (2022): 473–79. https://doi.org/10.5281/zenodo.6321161.

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The research examined the effectiveness of multimedia presentation, role play and debate in improving CEFR B1 level EFL learners’ speaking skills. Two-group experimental research design helped to collect data among higher class pupils. A questionnaire helped to study the opinions of English teachers of Uzbek public schools in Tashkent. The duration of treatment contained five months, three lessons in a week. The outcomes demonstrated that the p-value=<0.001 was less than .05, exactly, which means the difference between the two groups’ achievement was statistically significant. T

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Ulugbek, Marajapov, and Jeongyeon Park. "Impact of Online and Offline IELTS Writing Instruction on Uzbek EFL Learners’ Writing Performance." Journal of Language Sciences 31, no. 4 (2024): 275–93. https://doi.org/10.14384/kals.2024.31.4.275.

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Sadriyeva, Gulvisar Sodiq qizi. "IMPORTANCE OF TEACHING COMPLIMENTS IN THE EFL CLASSROOM." Eurasian Journal of Academic Research 1, no. 9 (2022): 485–89. https://doi.org/10.5281/zenodo.5812998.

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There are vivid differences among cultures in terms of social norms, cultural beliefs, pragmalinguistic and behaviour patterns. Being the two different cultures, Uzbek EFL learners feel challenges when they communicate in English, especially with socio-pragmatic variations. Therefore, cultural function, norms and different speech acts of the target language should be incorporated into language teaching. In this paper, particular type of speech act- compliments are chosen to show how to integrate culture in foreign language teaching.  With the help of sample Unit lesson plan, certain ways,

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Xoshimova, Diyora Azamjon qizi. "CODE-SWITCHING IN THE ENGLISH CLASSROOM: HINDRANCE OR HELP?" GOLDEN BRAIN 3, no. 10 (2025): 186–91. https://doi.org/10.5281/zenodo.15515435.

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<em>This exploratory action research investigates the role of code-switching in the English as a Foreign Language (EFL) classroom, focusing on a public school in Uzbekistan where Uzbek and Russian are commonly spoken. The study explores how and when students and teachers use their first language (L1) during English lessons and whether such use supports or hinders English language acquisition. The exploratory phase involved classroom observations and student interviews to identify natural patterns of code-switching. The action phase introduced a structured code-switching policy that encouraged

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Kosimov, Abdulkhay Akhadalievich. "The importance of needs analysis in teaching and enhancing english language proficiency among uzbek efl learners." Asian Journal of Research in Social Sciences and Humanities 11, no. 11 (2021): 616–23. http://dx.doi.org/10.5958/2249-7315.2021.00294.x.

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Rahmonaliyeva, Zarnigora. "Enhancing Sociolinguistic Competence through Task-Based Language Teaching in EFL Classrooms: A Study in the Uzbek Context." Journal of Science-Innovative Research in Uzbekistan 3, no. 5 (2025): 8–16. https://doi.org/10.5281/zenodo.15347337.

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This research article delves into the use of Task-Based Language Teaching (TBLT) as a way to improve sociolinguistic competence among university students learning English as a Foreign Language (EFL) in Uzbekistan. Sociolinguistic competence is essential for effective communication, enabling learners to interact appropriately across various social and cultural situations. Despite efforts to adopt more communicative teaching methods, many EFL classrooms in Uzbekistan still focus heavily on grammar, often neglecting the pragmatic skills students need. To address this gap, a quasi-experimental stu

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