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Articles de revues sur le sujet « Uzbek EFL learners »

Auteur : Grafiati

Publié le 7 juin 2025

Mis à jour le 2 août 2025

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1

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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Rimajon Sotlikova and Jimat Susilo. "DESIGNING A POSITIVE AND PRODUCTIVE LEARNING ENVIRONMENT: MULTICULTURAL EFL STUDENTS IN HIGHER EDUCATION IN UZBEKISTAN." Academic Journal Perspective : Education, Language, and Literature 12, no. 2 (2024): 98–109. https://doi.org/10.33603/perspective.v12i2.8984.

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The study explores the application of culturally responsive pedagogy, differentiated instruction, and active learning strategies to foster a positive and productive learning environment for English as a Foreign Language (EFL) learners in Uzbekistan. The data consisted of semi-structured interviews with Uzbek State World Languages University students, the National University of Uzbekistan, and Tashkent State Pedagogical University. This research aims to identify effective teaching practices that meet the diverse needs of students. The findings, the importance of integrating culturally relevant

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Makovskaya, Liliya, and Ijobat Juraeva. "The relationship between the perception and knowledge of academic vocabulary among EFL and EMI university students." Journal of Language and Education 9, no. 2 (2023): 133–45. http://dx.doi.org/10.17323/jle.2023.16113.

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Background. Academic vocabulary is considered an essential component in the English language courses in higher education establishments. A number of studies have illustrated that the use of academic words in students’ work alone cannot always promise high grades, since students’ opinion about the importance of academic words can also have an influence on their knowledge and use. Purpose. The research aims to determine the relationship between the vocabulary level of learners and their beliefs about the importance of academic words at the tertiary level. Methods. For this study, the

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Ergasheva, Zuhra. "The Synergy of Digital Literacy and Communicative Competence in English Language Education." Journal of Science-Innovative Research in Uzbekistan 3, no. 5 (2025): 79–85. https://doi.org/10.5281/zenodo.15351839.

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This study examines the relationship between digital literacy and communicative competence in English among 25 Uzbek undergraduate EFL learners, using a correlational research design. Digital literacy, including the ability to use digital tools for communication and information processing, was evaluated through practical tasks and self-assessment surveys. Communicative competence was assessed through role-play, group discussions, and writing tasks. The results revealed a strong and statistically significant positive correlation (r=0.957r = 0.957r=0.957, p<.001p < .001p<.001), showing

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Raximova, Dinora Maxmudovna, and Gullola Anvar qizi Ataxanova. "IMPLEMENTING AUTHENTIC MATERIALS IN TEACHING READING COMPREHENSION OF EFL LEARNERS." December 15, 2022. https://doi.org/10.5281/zenodo.7515574.

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The aim of this study was to investigate the effect of authenticbased and non-authentic-based materials on improving reading comprehension of the Uzbek intermediate EFL learners. The data analysis and the results of this research revealed authentic group acted noticeably on the improvement of reading comprehension of the learners.

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Muxtorova, Elmira Raxmonali qizi. "ENHANCING PHONOLOGICAL AND MORPHOLOGICAL AWARENESS AMONG INTERMEDIATE-LEVEL UZBEK EFL LEARNERS." May 17, 2025. https://doi.org/10.5281/zenodo.15449574.

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<em>This study explores the effects of focused instruction on phonetics, phonology, and morphology for intermediate-level Uzbek EFL learners in a private language center. The targeted teaching of concepts such as the International Phonetic Alphabet (IPA), word stress patterns, morphemes, affixes, and selected grammar structures aimed to enhance learners’ pronunciation, vocabulary formation, and overall language awareness. Through practical, task-based, and visually supported techniques, the research demonstrates that raising students' phonological and morphological awareness can improve

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"ACCESSING ENGLISH TEXTBOOKS THROUGH TRANSLINGUAL SUPPORT MATERIAL IN EFL CLASSROOMS IN UZBEKISTAN." “Talimda turkiy xalqlar milliy mentalitetini mustahkamlashning dolzarb masalalari, March 18, 2024, 160–70. http://dx.doi.org/10.59470/202423.

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The public schools in Uzbekistan are multilingual owing to the presence of multicultural and multi-ethnic groups in the landlocked country. The schools, through different mediums of instruction – Uzbek (80%), Russian (15%) and other languages (5%) – cater to the needs of bi-/ multilingual learners, but the English textbooks remain monolingual. So, as a part of this paper, the teachers from a public school in Uzbekistan, have prepared translingual support material based on the Grade-7 English PREPARE Book which is widely used in the schools in the country.

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SMBM, Arshad1 Mohamed Rifky2. "PRONUNCIATION DIFFICULTIES OF UZBEK SPEAKING EFL LEARNERS: A STUDY BASED ON IELTS CANDIDATES IN UZBEKISTAN." January 7, 2024. https://doi.org/10.5281/zenodo.10466351.

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<em>This is to investigate the reasons for the difficulties of learning pronunciation of Uzbek EFL learners with special attention to IELTS candidates and to provide students with ways to build up their pronunciation ability on part with international standard pronunciation in order to speak accurately and understand native speakers effortlessly.</em> <em>One hundred students were taken into this study from the sample region. Pronunciation difficulties of Uzbek IELTS candidates are taken to study based on four different aspects such as students’ ability, interest and exposure to English,

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Jang, Jinsil. "Translanguaging as an Agentive Action: A Longitudinal Case Study of Uzbek EFL Learners in South Korea." Teaching English as a Second or Foreign Language Journal--TESL-EJ 26, no. 3 (2022). http://dx.doi.org/10.55593/ej.26103a6.

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With the increase in linguistic and cultural diversity in South Korea, the landscape of English education in Korean classrooms has been changing. This has led to an increased need to explore the language and literacy practices of the emergent multilingual youth in Korea where one (official) language (Korean) has been predominantly used as the medium of instruction for English teaching and learning. Addressing this need for more research on how emerging multilingual children learn English in the diverse Korean classrooms of today, this four-year longitudinal case study explored out-of-classroom

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