English Language Proficiency

This article discusses the role of visual anthropological materials (pictures, advertisements, posters) in the development of the country's tourism, which are considered important for the field of tourism, which is one of the broad sectors of the world economy, in the era of globalization. The article also analyzes the prospects and problems of tourism posters, which are a special direction of advertising graphics, to what extent they visually reflect the country's history and tourist attractions.

Literature-integrated English Language Teaching (ELT) significantly enhances language proficiency among secondary students by fostering linguistic, cognitive, and emotional development. This study delves into the transformative role of literature in ELT, highlighting how the inclusion of literary texts enriches language learning experiences. By analyzing the effects of literature on learners, the study explores its potential to improve vocabulary acquisition, reading comprehension, and critical thinking skills. Furthermore, literature's ability to nurture empathy and cultural awareness among students is underscored, making it a holistic tool in language education. The study identifies successful teaching methodologies, such as contextualized text analysis, role-playing, and thematic discussions, which maximize the benefits of literature in the classroom. Implementation challenges, including limited teacher preparation and resource constraints are also addressed, with practical solutions offered to navigate these hurdles effectively. The study further emphasizes the importance of equipping teachers with the skills and resources necessary to integrate literature seamlessly into ELT curricula. Through its insights, the study reaffirms literature's potential as a powerful medium for achieving comprehensive language development in secondary education.

This chapter examines China's evolving educational commitment through its foreign policies such as the Forum for China-Africa Cooperation (FOCAC) Action Plan series. A historical review of discourse and practice illustrates China's shifting emphasis from overall educational cooperation to a more pronounced focus on tertiary education, culminating in a strategic agenda to enhance Technical and Vocational Education and Training (TVET) in African countries. The chapter pays particular attention to the role of the Confucius Institute (CI), which has primarily contributed to Chinese language education and cultural exchange, in contrast to the growing number of Luban Workshops-China's newly initiated vocational training projects that offer skills and potential career pathways for young professionals in Africa. Together, the development of these two entities reflects China's changing approach to building soft power.

Proficiency in written English is crucial for academic and professional achievement. However, the competency of non-native speakers is an issue in syntax and semantics thus the coherency of their writings may be affected. Current grammar checkers like Grammarly as well as MS Word grammar and spelling checkers are normally able to only scan for simple grammar mishaps, for example, spelling errors and hence fail to flag complicated syntactical and/or semantic inaccuracies. The current research aims at creating a machine learning approach to error identification of syntax and semantic errors in English written work to improve feedback on language concerns. The study proposes a synergistic model that integrates rule-based methods for syntax error detection whereas the semantic error identification is done by large language model (GPT). This integration is designed to overcome the limitations of existing tools, providing a more comprehensive error detection system. The proposed framework has three main stages: (1) rule-based methods for detecting syntax errors, such as tense agreement and subject-verb concord, (2) a deep learning model (GPT) for identifying semantic errors related to word choice and context, and (3) integration of results to produce a detailed, categorized error report. These results indicate high performance with 98% of accuracy which means that the model helped to perform more accurate evaluation and revealed slightly increased clarity and coherence of the evaluated samples. This hybrid model provides a rich solution for identifying syntax and semantic errors and improving the quality of comments particularly to the non-English speaking students. This framework may be useful for learners in academic contexts to help those learning English gain greater abilities.

Predicting student achievement in English language learning has traditionally relied on standardized tests and trainer opinions. While these methods provide precious insights, they often fail to capture nuanced components of language talent and character gaining knowledge of desires. Existing techniques commonly contain static checks that don't adapt to the evolving nature of scholar overall performance or provide personalized feedback. This study proposes a singular approach utilizing GPT-3 (Generative Pre-skilled Transformer) models to enhance the prediction of scholar fulfillment in English language learning. GPT-3 models, regarded for their superior natural language processing skills, provide a dynamic and personalized evaluation of scholar texts. Unlike traditional methods, GPT-three can compare complex language capabilities, including grammar, vocabulary utilization, and coherence, and generate tailored remarks that addresses precise areas of development. The methodology entails amassing a various dataset of scholar-written texts and engagement metrics. These data are preprocessed and used to high-qualitysong a GPT-three version, allowing it to assess language talent and predict destiny performance. The satisfactory-tuned version analyzes student submissions, generates personalized feedback, and predicts fulfillment primarily based on found styles and contextual know-how. Results exhibit that the GPT-3 based approach substantially improves the accuracy of fulfillment predictions and offers greater actionable feedback as compared to conventional methods. The version's potential to generate real-time, contextually relevant remarks complements the gaining knowledge of revel in by using addressing man or woman wishes and adapting to student progress.

Artificial Intelligence (AI) is revolutionizing English Language Learning (ELL) by addressing challenges in traditional methods, which often lack personalized feedback, context-aware assessments, and support for critical thinking skills like inference, analysis, and evaluation. These limitations restrict learners' ability to achieve deeper comprehension and higher-order cognitive skills. This study introduces an AIenhanced framework using BERT (Bidirectional Encoder Representations from Transformers), a cutting-edge deep learning model in natural language processing, to overcome these barriers and improve ELL students' reading comprehension and critical thinking abilities. The proposed framework preprocesses datasets with advanced tokenization, normalization, and contextual text analysis to provide highquality inputs. Leveraging BERT's bidirectional architecture, the system captures nuanced word relationships and contextual meanings, offering personalized assessments and adaptive feedback tailored to individual learning gaps. The interactive learning environment fosters critical cognitive skills and enables students to constructively analyze and evaluate texts. Experimental results demonstrate the model's effectiveness, achieving a 98.1% accuracy and a low loss rate of 0.2%, outperforming traditional methods and models like GRU and CBRNN. These findings highlight the potential of BERT to enhance ELL by promoting comprehension and critical thinking. The study presents a scalable and innovative solution, advancing AI's role in modern education and language acquisition.

The implementation of adaptive testing for English proficiency assessments using deep reinforcement learning (DRL) to customize evaluations based on learner performance. The dataset utilized is Classification of English Learner Proficiency, consists of essays ranging from 20 to 300 words, categorized into six Common European Framework of Reference (CEFR) levels: A1, A2, B1, B2, C1, and C2. The research emphasizes a thorough data preprocessing phase, which includes text cleaning and normalization to enhance data quality, followed by feature extraction and tokenization to prepare the textual data for analysis. The core of the study presents a proposed adaptive testing method that leverages a DRL agent to optimize question selection, adjusting the difficulty based on real-time learner performance metrics such as accuracy and response time. This adaptive approach not only personalizes the assessment experience but also maintains learner engagement by presenting appropriately challenging content. The evaluation of the proposed system involves comparative studies against traditional testing methods to assess improvements in learner outcomes and satisfaction. Initial findings indicate that the DRL-driven adaptive testing framework significantly enhances the accuracy of proficiency level predictions while reducing assessment time. Key evaluation metrics demonstrate strong performance, with a precision of 0.92, recall of 0.95, an F1-score of 0.90, and overall accuracy reaching 96%. This research highlights the potential of integrating advanced machine learning techniques in language education, paving the way for more responsive and individualized assessment methodologies.

The addition of sophisticated natural
language processing (NLP) models such as BERT
(Bidirectional Encoder Representations from
Transformers) and LSTM (Long Short-Term Memory)
interfaces has been tried has changed dramatically in
spontaneous English gets to try it. As a basic feature
extractor, BERT is well known for its ability to obtain
detailed contextual information in both directions. A
series of learning abilities, important for tasks such as
comprehension, interpretation, and grammar correction,
are incorporated into BERT with LSTM levels. Using
categorised statistics, the model is customized to basic
English gaining knowledge of duties to growth
comprehensibility and accuracy of written responses
Experimental findings affirm the usefulness of BERTLSTM within the use of a number of linguistic
bureaucracy and the appropriateness of linguistics inside
the manufacturing of contextual facts.

The study aimed at evaluating the Islamic Azad University's faculty members' attitude toward learning English, their motivation and its types and also some perceived barriers toward the goal of getting proficient in English as well as some possible suggestion to make them more motivated. To achieve the aim, some questionnaires were employed and the results revealed the high interest and motivation of faculty members to learn English. The results also indicated that the participants highly valued English as the international academic language. Regarding the inhibitory factors, they mentioned being busy as one of the most important factors. Improper need analysis and consequently lack of appropriate courses were also reported to be of primary significance. As far as suggestions are concerned, matching the course content with the needs of different departments was of a significant importance.

The present study sought to compare the effect of two modes of corrective feedback, that is, recast and elicitation, on the speaking accuracy of impulsive and reflective EFL learners. In doing so, 95 intermediate EFL learners who were studying at Tehran's Kish Language School were selected through nonrandom convenience sampling and sat for the Impulsivity Sub-Scale of Eysenck's Impulsive Questionnaire (EIQ). A total of 15 learners who were within the middle range were excluded, thus leaving 80 impulsive and reflective learners. Subsequently, a sample PET speaking test was administered as the pretest to assess the participants' speaking accuracy at the outset. Next, the participants were divided into four subgroups: 20 impulsive and 22 reflective learners undergoing a recast treatment, and 18 impulsive and 20 reflective participants experiencing elicitation. Once the 16-session treatment ended, another sample PET speaking test was administered as the posttest, and all four hypotheses were tested through a two-way analysis of covariance. The findings demonstrated that both recast and elicitation were significantly effective in improving the participants' speaking accuracy, while the elicitation impulsive group benefited the most compared to others. The pedagogical implications of this research and suggestions for further study are elaborated in the paper.

As English-medium instruction (EMI) becomes increasingly prevalent in Korean higher education, a growing number of Chinese students are required to take EMI courses as part of their academic requirements. This study investigated the linguistic challenges faced by these students and examined how English proficiency, degree level, and medium of instruction influence their experiences. As many as 226 Chinese graduate students from various disciplines were recruited through convenience sampling via a structured questionnaire survey. Quantitative data were analyzed using independent samples t-tests and ANOVA. The results indicated that writing and speaking posed the most significant linguistic challenges, with students struggling with difficulty in academic writing and using technical vocabulary in oral communication. Students with lower English proficiency and those at the master's level reported more linguistic challenges than their counterparts. Additionally, students enrolled in bilingual (English-Korean) EMI courses experienced greater linguistic burden than those in predominantly English-medium classes. These findings highlighted the need for targeted language support, including writing workshops, vocabulary training, and oral practice sessions. Institutions should also clarify EMI language policies to reduce confusion and support equitable access. The study contributes to ongoing discussions about equitable access and effective support for international students in multilingual EMI environments.

In recent years, within the field of didactic audiovisual translation (DAT), creativity has been increasingly incorporated in the language classroom to encourage students to expand their learning experiences. Creative DAT implies the 're-creation' of the original audiovisual text by producing a new and original output, be it with the help of captioning or revoicing, where learners can use their imagination (and humor, if possible) freely. The learning experience is hence enriched, both in terms of the motivation boost derived from the inclusion of creativity, and as regards communicative skills enhancement, provided the freedom learners feel when they produce their own new creative versions of a video. In this article, creative DAT is described, and a preliminary piloting of a creative DAT implementation is analyzed. Findings offer a very promising scenario for the application of creative DAT practices in language education.

Thông báo dành cho những người có khả năng Anh ngữ hạn chế: Nếu quý vị gặp khó khăn trong việc hiểu Anh ngữ thì quý vị có thể yêu cầu các dịch vụ hỗ trợ ngôn ngữ cho các tin tức của Bộ dành cho công chúng. Các dịch vụ hỗ trợ ngôn ngữ này đều miễn phí. Nếu quý vị muốn biết thêm chi tiết về các dịch vụ phiên dịch hay thông dịch, xin vui lòng gọi số 1-800-USA-

This research sought to assess students’ proficiency in the English language and examine how it correlates with their ability to comprehend written texts. To assess the English language proficiency of 86 junior Liberal Arts students, the study utilized a researcher-developed survey questionnaire comprising ten items for each of the four core skills: listening, speaking, reading, and writing. The questionnaire’s validity was affirmed with a mean score of 4.27. Additionally, a reliability test using Cronbach's Alpha yielded a high-reliability index of 0.94, ensuring the consistency of the measurements. The second part of the questionnaire, adapted from Vibal (2017), assessed students' reading comprehension levels with 25 items. The mean was used to measure these levels, while the relationship between the two variables was analyzed using the Pearson Product-Moment Correlation Coefficient. The study revealed that junior Liberal Arts students exhibited high levels of English language proficiency in listening, speaking, reading, and writing, with means of 3.70, 3.72, 3.72, and 3.61, respectively, and an overall mean of 3.69. However, their reading comprehension level was moderate, with a mean of 13.91, suggesting a disparity between their proficiency and comprehension skills. The analysis revealed a significant correlation between students' English language proficiency and their reading comprehension levels. This suggests that enhancing English language proficiency could improve reading comprehension skills, underlining the importance of integrated language learning approaches and targeted interventions to address areas of weakness.

This volume is an anthology of some select presentations made at the first international conference of English language teacher educators on the theme Starting, Stimulating and Sustaining English Language Teacher Education and Development held at Hyderabad, India on 22 - 24 January
2011.

60310900-Psixologiya (f.t.b) ta'lim bakalavriat ta'lim yo'nalishi uchun o'quv qo'llanma "BOOKMANY PRINT" TOSHKENT-2024 UO'K: 156 KBK: 88.48.1 U 73 Urazbayeva Dilbar Abdullayevna. Klinik psixologiya [Matn]: o'quv qo'llanma / D.A. Urazbayeva.-Toshkent: Bookmany print, 2024.-214 b. Mazkur o'quv qo'llanma psixologiya sohasining bakalavriat ta'lim yo'nalishi DTS, o'quv reja va o'quv dasturlari asosida universitetlarning bakalavr: 60310900-Psixologiya (f.t.b) ta'lim yo'nalishi talabalari uchun "Klinik psixologiya" fani bo'yicha bo'lg'usi psixologlar uchun mo'ljallangan. Tuzuvchi: Urazbayeva D.A.-Ma'mun universiteti Psixologiya kafedrasi prof.v.b, psixologiya fanlari doktori (DSc). Taqrizchilar: Nishonova Zamira Taskarayevna-Toshkent davlat pedagogika universiteti, Amaliy psixologiya kafedrasi prof., psixologiya fanlari doktori. Nurullayeva Baxtigul Bobojonovna-Ma'mun universiteti nodavlat ta'lim muassasasi "Psixologiya" kafedrasi dotsenti, ps.f.n. O'zbekiston Respublikasi Oliy ta'lim, fan va innovatsiyalar vazirligining 2024-yil 29-maydagi 194-sonli buyrug'iga asosan barcha bakalavr ta'lim yo'nalishlari talabalari uchun o'quv qo'llanma sifatida tasdiqlangan (Guvohnoma №)194-513

Annotatsiya: Mazkur maqolada avliyo obrazining agiografik va badiiy adabiyotlarda, xususan, manoqiblar va zamonaviy romanlarda yaratilish prinsiplari tahlil qilinadi. Tadqiqotda diniy-adabiy matnlarda avliyo siymosining talqini hamda badiiy adabiyotdagi obraz yaratish jarayonidagi farqlar ochib beriladi. Sa'dulla Siyoyevning "Ahmad Yassaviy" romanida Yassaviy siymosining tarixiy shaxsdan badiiy obrazga aylanish jarayoni psixologik va falsafiy jihatdan tahlil qilinadi. Maqolada agiografik kanonlar, syujet va fabula tuzilishidagi o'ziga xosliklar, til va badiiy vositalarning qo'llanilishi solishtirma usulda o'rganiladi. Qiyosiy tahlil natijasida an'anaviy manoqiblardagi ideallashtirilgan obraz zamonaviy romanlarda insoniylashtirilgan, falsafiy-psixologik talqinga ega shaklga o'tishi aniqlanadi. Tadqiqot Yassaviy obrazini o'rganishda diniy manbalar va badiiy matnlar o'rtasidagi aloqani yoritib, tasavvuf, adabiyotshunoslik hamda madaniyatlararo aloqalar bo'yicha ilmiy izlanishlarga hissa qo'shadi. Kalit so`zlar: manoqib, jitiye, agiografik kanon, valiy, badiiy talqin, obrazlilik, syujet, motiv. Формирование образа святого в манакыбах и художественной прозе (на примере Ахмада Яссави) Азимова Фотима Яшинбек кизи Исследователь (PhD) Андижанского государственного университета, Узбекистан

Through the globalization of economies and the interconnectedness of societies, the demand for individuals proficient in foreign languages has steadily increased in various industries, including agriculture. The field of agriculture relies heavily on international trade, cooperation, and communication, making it essential for agriculturists to be equipped with the necessary language skills to effectively engage with stakeholders across borders. Teaching foreign languages to agriculturists presents specific challenges and opportunities that differ from teaching in other sectors. These professionals may have limited exposure to foreign languages and cultures, requiring tailored approaches that take into account their unique needs and goals. By understanding the particularities of teaching foreign languages to agriculturists, educators can develop innovative strategies and tools to enhance language acquisition and promote cross-cultural competence within this specialized field. In todays globalized world, proficiency in foreign languages is crucial for agriculturists due to the increasing interconnectedness of markets and the need for effective communication with international partners. Foreign language skills enable agriculturists to engage in cross-cultural exchanges, negotiate trade agreements, and access valuable research and information from around the world. Additionally, foreign language proficiency allows agriculturists to participate in international conferences and workshops, collaborate with researchers and experts from different countries, and stay informed about the latest developments in agricultural practices and technologies. Furthermore, knowledge of foreign languages enhances agriculturists ability to compete in the global marketplace, expand their networks, and explore new opportunities for business and professional growth. Overall, foreign language proficiency is a valuable asset for agriculturists looking to navigate the complexities of the international agricultural industry and contribute to the sustainable development of agriculture on a global scale.

This research discusses a single case study of a first-grade Latino English Learner (EL) student, Allen (pseudonym), from a larger inquiry-based intervention on inversion and mental reversibility development. The purpose of this case study was to develop a better understanding of the relationship between Allen's English language proficiency and his ability to solve inversion and compensation mathematics tasks. The integration of multiple paradigms confronting radical constructivism and sociocultural theory of learning via culturally relevant pedagogy provided us with a multi-faceted set of perspectives in understanding the interconnection between Allen's cultural and linguistic background and his development of algebraic reasoning. Through conceptual and retrospective analyses, we found that Allen's language features are highly correlated with the development of his thinking strategies and his ability to solve mathematics tasks. Implications of this study include the development of teaching strategies that address critical issues in mathematics, such as the individual differences of learners, specifically ELs from Latino background. We suggest further research is needed in the field of language acquisition and access to STEM related concepts.

Pedagogy is the combination of knowledge and skills for effective teaching in the classroom. There are a number of pedagogical challenges at every level of education in each context. The current study aimed at investigating the pedagogical challenges faced by the EFL teachers related to the classroom environment at the HSC level in Bangladesh. A mixed-method approach was applied to conduct the study. The data collection procedure involved a questionnaire survey from ten HSC-level EFL teachers and classroom observation from five institutions of Dhaka City. Findings revealed that teachers mostly faced challenges regarding class size, class duration, seating furniture, technology and internet, students' irregularity, students' mixed ability and weather issues. This study suggested that sufficient teacher training and necessary support from respective authorities can eliminate the classroom-related pedagogical challenges faced by the EFL teachers at the HSC level in Bangladesh.

Using technology in the classroom has become popular as high-quality education is prioritized for a sustainable future. The objective of the study is to thoroughly review and synthesize the literature on technology integration in educational settings with a focus on the role of educational leadership, challenges faced by teachers, and the evidencebased association between teacher training and the outcomes of technology integration. The researchers follow the method of systematic review. This method entails finding, selecting, and combining recent studies to offer a thorough and trustworthy review of a topic. The research involved empirical evidence from peer-reviewed literature (2015-2025) to evaluate the impact of digital tools on pedagogy, equity, and student performance. Data were gathered from ResearchGate, Education Resource Information Center (ERIC), Google Scholar, and EBSCOhost. The study revealed that when teachers receive the right training, have access to enough digital resources, and have the support of leaders, technology integration works well in the classroom. Moreover, the research shows that to successfully use sustainable technology, it's important to use various methods. This means that resources must be shared equally, leaders must have a clear plan, and there must be continuous support to teachers. Without these important components, the technological integration in the classroom may face different barriers that may hinder its success.

This study explores the potential influence of reading and interpreting literary texts on EFL (English as a Foreign Language) students' perceptions of the Self and the Other. Literary texts are often proclaimed to conceal underlying structures and deeper meanings, with one of their significant effects being the alteration of the reader's sense of worth. Focusing on Algerian University students majoring in English, this research investigates the different ways these learners approach literary texts and the extent to which such engagement contributes to their perception of identity and otherness. A total of 100 third-year students participated in the study, which employed both a questionnaire and interviews. The questionnaire encompassed an array of question types, including multiple-choice and five-point Likert scale items. Additionally, a short-term experimental intervention was conducted to examine how literary reading may enhance students' self-image and their sense of viewing cultural otherness. The findings provide strong evidence of the positive role that literary texts' content can play in advancing EFL students' self-growth and self-worth. Both the qualitative and quantitative results suggest that focusing on the psychological and reflective dimensions of literary content nurtures more tolerant and empathetic attitudes toward the Self and the Other within the Algerian context. The treatment results through an independent samples t-test revealed considerable improvements in the experimental group's post-test scores, reinforcing the positive impact of literary engagement. Furthermore, the study found that Algerian EFL students 31

This study explores the potential influence of reading and interpreting literary texts on EFL (English as a Foreign Language) students' perceptions of the Self and the Other. Literary texts are often proclaimed to conceal underlying structures and deeper meanings, with one of their significant effects being the alteration of the reader's sense of worth. Focusing on Algerian University students majoring in English, this research investigates the different ways these learners approach literary texts and the extent to which such engagement contributes to their perception of identity and otherness. A total of 100 third-year students participated in the study, which employed both a questionnaire and interviews. The questionnaire encompassed an array of question types, including multiple-choice and five-point Likert scale items. Additionally, a short-term experimental intervention was conducted to examine how literary reading may enhance students' self-image and their sense of viewing cultural otherness. The findings provide strong evidence of the positive role that literary texts' content can play in advancing EFL students' self-growth and self-worth. Both the qualitative and quantitative results suggest that focusing on the psychological and reflective dimensions of literary content nurtures more tolerant and empathetic attitudes toward the Self and the Other within the Algerian context. The treatment results through an independent samples t-test revealed considerable improvements in the experimental group's post-test scores, reinforcing the positive impact of literary engagement. Furthermore, the study found that Algerian EFL students 31

The overall purpose of this study was to explore the identified language challenges and supports for writing in Standard Australian English for secondary English as an Additional Language or Dialect (EAL/D) students. An initial review of the academic literature revealed that this research topic has not been extensively researched in the Australian context. For this reason, this research project involved a systematic scoping study of the academic literature, based on the framework of to determine findings to date. The 35 articles examined revealed a range of themes that either challenged or supported the writing process for Australian EAL/D secondary students. Key challenges that EALD learners in secondary contexts face when developing Standard Australian English (SAE) writing skills revolve around policy mandates from curriculum and assessment authorities, de-facto policy as realised through EAL and mainstream curriculum, teachers' attitudes, knowledge and beliefs, including notions of deficit, and pre-service teacher preparation. What was found to support EAL/D students were different pedagogical approaches which are cognizant of students' cultural knowledge, experiences and linguistic resources, as well as genre-based approaches incorporating Systemic Functional Linguistics and a teaching and learning cycle and technology. Given that some of the studies were relatively small which impacts

This study aims to comprehend the EF SET, a free online Standard English proficiency test, and to determine how it relates to high school students' academic performance, particularly in relation to their English subject grades, by studying the performances of 35 students at a high school using statistical tools to analyse them. The analysis proves that EF SET is correlated with the students' academic performance. It is developed in alignment with IELTS in addition to TOEFL. Finally, suggestions are given to the schools and colleges to integrate this free tool for various purposes, like learning and assessment of English and for using it as an optional document to prove the student's English score, where a document from a professional assessment agency is not mandatory.

Purpose of the study: This research aims to identify the advantages and challenges faced by TESL undergraduates from Universiti Kebangsaan Malaysia in using Kahoot as a formative assessment tool in a course, i.e., Teaching of Writing in English as a Second Language Context. The research instruments employed are semistructured interviews and questionnaire. All 46 Year 3 TESL students enrolled in the course responded to the questionnaire, while five of them responded to the individual interview session. The findings indicate that the majority of the respondents agreed that the application of Kahoot enables students to relate to lectures and lecture notes, recall important points, and discover other useful information and knowledge pertaining to the course. Despite the advantages mentioned, the challenges faced were also identified. Among the challenges mentioned are students' readiness and mastery level of the topics revised. With the proper usage of Kahoot in a classroom context, both educators and students could adopt it as a learning catalyst to enhance teaching and learning. Novelty/Originality of this study: The students' knowledge and interest could be improved using Kahoot if the educator plays his/roles and know what they should do to implement Kahoot in their own class.

Ushbu asar kelajak sivilizatsiyasi, ilm-fan va texnologik taraqqiyot natijasida yuzaga keladigan ijtimoiy, axloqiy va iqtisodiy o'zgarishlarni ilmiy-badiiy tahlil qilishga qaratilgan. Kitobda insoniyatning istiqboldagi rivoji, sun'iy intellekt va avtomatlashtirish jarayonlari, yangi axloqiy me'yorlar, ekologik muammolar va kosmik tadqiqotlar kabi mavzular keng yoritilgan. Mazkur ishda keltirilgan tahlillar va taxminlar mualliflarning shaxsiy kuzatuvlari hamda ilmiy manbalar asosida shakllantirilgan bo'lib, hech qanday radikal yoki mutlaq xulosa chiqarishga da'vat qilmaydi. Asarda ba'zi faraziy ssenariylar va badiiy talqinlar qo'llangan bo'lib, ularning to'liq haqiqat ekanligi da'vo qilinmaydi. Shuningdek, unda mavjud bo'lishi mumkin bo'lgan kamchilik va noaniqliklar tabiiy holat sifatida qabul qilinishi lozim. O'quvchilardan ushbu fikrlarga ochiq, tanqidiy va tahliliy yondashishlarini so'raymiz. Mazkur kitob, avvalo, insoniyat kelajagini anglash va unga ongli ravishda ta'sir ko'rsatish zarurligi haqidagi fikrlarni ilgari surishga xizmat qiladi.

This paper gives an account of the findings of a study inspecting the relevance of pragmatics within literature sessions. It considers Algerian English language students' perceptions of the value of pragmatic instruction, the ways to develop pragmatic ability, and the effect of these two factors on literary text interpretation in the EFL learning context in Algeria. A total of 53 Algerian EFL first-year university students took part in the study. A structured interview and a fivepoint Likert scale questionnaire were used to collect data about students' perceptiveness of integrating pragmatic knowledge in view of understanding and interpreting English literary texts. The results of the study have offered practical proof for English instructors in Algeria signaling the import of pragmatic instruction and the upshot of training students to view the literary text from a pragmatic stance. The statistical analysis gives evidence for the positive association between pragmatic teaching and literary text understanding. The findings indicate as well that students' selfmade ways to attain pragmatic knowledge are not efficient without a structured course that would be integrated within their syllabus.

It is widely accepted that literature is not only a subject to study to obtain grades but also a skill and a competence to acquire. In an EFL context, literature can be a rich language input resource if the skill of reading literature is mastered and the EFL learners possess a degree in literary competence. The term literary competence finds its origins in the field of literary criticism but has made its way to TEFL due to its relevance to it. However, unlike linguistic competence, the literature is scarce of any valid and reliable tool for measuring LC. Infact, there is not common agreement about LC components. The present study is an attempt to shed some light on the literary knowledge or the literary competence that Algerian freshman undergraduate students possess at the end of their secondary studies and the beginning of their EFL tertiary studies. To do so the article will start by elucidating the key construct, i.e., Literary Competence which has gained a lot of importance in the field of education in general and in ELT, in particular. In the light of the presented definition, a literary competence questionnaire made up of 21 questions in addition to the personal information part was administered to the sample group of 60 Algerian students starting their threeyear B.A. course in EFL at the University of Mohamed Ben Ahmed, Oran 2, west Algeria. The results indicate that the students possess a mixed-level of Literary Competence and though overall a limited LC, students show an awareness of the merits and benefits of literature and hold a positive attitude

Communication through writing demands various skills and sub-skills. However, it appears that university students in the Ethiopian context do not have various major writing skills and sub-skills as it is required. As a result, they face different problems when they write in English. Thus, the main objective of this study was to assess the writing problems of university students who learned at Jimma and Mizan-Tepi universities in 2015/16 academic year. The participants of the study were first year students who learned at the two universities. The necessary data for the study were gathered through writing tests at sentence and paragraph levels. The collected data were analyzed using textual analysis. The study showed that the students could not identify the basic elements of a sentence like the verb, complement and object. The majority of them could not identify and correct various sentence errors as well. The study also showed that nearly no student could pinpoint his/her writing pro...

Computer-Assisted Language Learning (CALL) tools present creative, innovative and technology-driven ways of enhancing language learning. This study investigated the state, impact and challenges of CALL in teaching English language at Philomath University, Abuja, Nigeria. The research adopted a descriptive survey to collect data from 100 respondents from five faculties. A well-structured questionnaire developed in  a five-option Likert-scale format was tested for reliability and validity by
conducting a pilot study with a subset of 20 students using Cronbach's alpha to get a value of 0.85. Descriptive Statistics (simple percentage, frequency tables and average mean score) was used to analyse data collected. A cut-off mark of 3.0 was set. The findings revealed that there is availability of CALL tools; there is relative usage and impact these tools on English language proficiency; and there are several challenges hindering CALL 's effective implementation. Notably among these challenges
are: technical issues, lack of adequate training and insufficient resources, lack of CALL integration in curriculum, and many more. Based on these findings, the research recommended that: the university should develop a more comprehensive plan to better integrate CALL tools into the English language curriculum; organise regular training sessions for lecturers, invest in expanding the technological infrastructure, ensure availability of CALL resources; and launch initiatives like student workshops to
showcase benefits of CALL.

qizi -Farg'ona davlat universiteti magistranti 2 Nazarov Otabek Mamadaliyevich -Farg'ona davlat universiteti dotsenti, k.f.f.d.(PhD) 3 Mamajanova Iroda Rahmatovna -Farg'ona davlat universiteti doktoranti Annotatsiya Olcha o'simligining bargi, mevasi, sopi va danagi elementar tarkibi unduktiv bog'langan plazmali massspektrometriya usuli bilan tadqiq qilindi.

In the Malaysian education system, English has always played an important role. In acknowledging its importance, Malaysian University English Test (MUET) has been introduced to enable continued emphasis on this role. MUET has been made compulsory for those who wish to pursue a first degree programme in local universities. This study aims to examine the relationship between English language proficiency test (as measured by MUET bands) to predict the undergraduates academic achievement (as measured by Cumulative Grade Point Average score). It also aims to determine the recommended MUET band as an entry requirement for prospective technical programme undergraduates in Universiti Putra Malaysia (UPM). The study was carried out among 225 final year undergraduates of five different faculties in UPM, namely

This special issue of the Journal of Academic Language and Learning (JALL) focuses on Individual Consultations. Often referred to across the sector by ALL practitioners as 'ICs', these sessions typically involve thirty-to fifty-minute appointments where a student receives one-to-one assistance or advice from a study support specialist. ICs have formed a core component of academic language and learning (ALL) practice since the inception of ALL in Australian universities from the 1970s onwards. Despite this, ICs have been subjected to limited scholarly attention and have remained somewhat elusive as an object of inquiry. This can partly be attributed to the fact that most study support teams have only limited capacity for research with available resources generally reserved for the study of new and innovative programs and approaches. Indeed, the very immediacy of ICs as a regular part of the workload for most ALL practitioners could be seen as having mitigated against their status as objects of research interest. They have likely also assumed 'taken-for-granted' status simply because attention has needed to be elsewhere in the context of ever-shifting challenges faced by ALL practitioners. ALL practitioners likely share, however, a sense that ICs are important to what we do and why we do itor to put it another way, a sense that ICs are at the heart of what we do. After all, it is through individual sessions with students that we gain the most direct glimpse into the challenges that students are experiencing at any given moment.

Individual Consultations (ICs) form a core part of Academic Language and Learning (ALL) practice. They both supplement and inform other areas of ALL practice, including the support provided at unit and course levels. This paper reports on a specific area of ICs, the affective domain. In doing this it draws on data generated in a broader research project conducted at one Australian university. That project sought to better understand ICs by exploring student and ALL-practitioner perceptions, including how and why students engage in this form of learning, and what they believe they gain through the IC process. Semi-structured interviews were conducted with 21 students and 5 ALL-practitioners, with all interviews recorded and transcribed. For this paper we adopted Reflexive Thematic Analysis (Braun & Clarke, 2019). This included both a process to gradually identify key themes emerging from the data, with our particular focus on the affective aspects of ICs, as well as an opportunity for the authors (both ALL-practitioners) to reflect on a relevant aspect of their practice. Universities often evaluate programs based on the academic performance, success and retention of their students. We suggest that the opportunity afforded through ICs for students to identify and address the affective dimensions potentially impacting their learning significantly contributes to their success and retention. For that reason, the importance of addressing the affective dimensions of learning, and the role of ICs in doing this, needs to be more fully understood and acknowledged.

In recent decades, the contextualisation of academic literacy practices through in-discipline initiatives has become more common in Australian universities (Harris & Ashton, 2011), and such approaches are encouraged by the Australian Department of Education, Employment and Workplace Relations’ Good Practice Principles for English Language (DEEWR, 2009). Although this approach makes sense to those of us who work in academic language and literacy (ALL) contexts, it can be difficult to demonstrate the effectiveness of the interventions, and studies so far have often relied on student satisfaction or analysis of course pass rates. This paper reports on a study which took a different approach. We analysed students’ written texts for evidence of the effectiveness of an in-discipline literacy intervention in a first year management course. A convenience sample of nine student essays was de-identified and examined for evidence of how effectively students applied the academic writing skills ...

Many students face difficulties in passing the English Proficiency Test (EPT) score of 450; whereas it is one of the graduation requirements students must meet. This study aimed to investigate the impact of digital comic-based modules on students’ English Proficiency Test (EPT) achievement. The modules were used during the EPT preparation class which was held for 16 meetings. This was pre-experimental research with one group pretest-posttest design. One hundred fifty-seven (157) undergraduate students from two different majors, Nursing and Computer Engineering participated in this study. The data were collected by administering pretest and posttest EPT which consisted of 140 questions in total. Then, the scores were analyzed statistically using paired-sample t-test and effect size. Based on the statistical analysis, the results showed an increase in students' EPT scores after learning EPT materials using digital comic-based modules. The increase in students’ EPT scores indicated...

22.00.01-Социология назарияси, методологияси ва тарихи. Социологик тадқиқотлар усуллари. Теория, методология и история социологии. Методы социологических исследований. Theory, methodology and history of sociology. Methods of sociological research. Бекмурадов Мансур Бобомурадович доктор социологических наук, профессор (Узбекистан) Каланов Комил Куллахматович кандидат социологических наук, профессор (Узбекистан) Убайдуллаева Раиса Турсуновна доктор социологических наук, доцент (Узбекистан) Негматова Шахзода Шухратовна доктор философских наук, профессор (Узбекистан) Шайылдаева Асель Кокоевна кандидат социологических наук (Кыргызстан) 22.00.02-Ижтимоий тузилиш, ижтимоий институтлар ва турмуш тарзи Социальные структуры, социальные институты и образ жизни Social structures, social institutions and way of life 22.00.03-Ижтимоий онг ва ижтимоий жараёнлар социологияси. Социология социального сознания и социального процесса. Sociology of social consciousness and social process Аликариев Нуритдин Сапаркариевич доктор экономических наук, профессор (Узбекистан) Матибаев Тасполат Балтабаевич доктор социологических наук, профессор (Узбекистан) Николов Стефан доктор философии по социологическим наукам, (Болгария) Мирзахмедов Абдирашид Мамасидикович доктор философских наук, профессор (Узбекистан) Ли Ци доктор исторических наук, профессор (Китай) Сухомлинова Марина Валерьяновна доктор социологических наук, профессор (Россия) Антонио Алонсо Марcос доктор политических наук, профессор (Испания) Фадеева Любовь Александровна доктор социологических наук, профессор (Россия) Виктор Агаджаньян доктор философии по социологическим наукам, профессор (США) Абдулазизов Абдулвохид Хабибуллевич кандидат социологических наук, доцент (Узбекистан) Умаров Абсалом Адилович доктор социологических наук, профессор (Узбекистан) Холбеков Абдуғани Жуманазарович доктор социологических наук, профессор (Узбекистан) Шайхисламов Рафаэль Бадретдинович доктор социологических наук, профессор (Россия) Акулич Мария Михайловна доктор социологических наук, профессор (Россия) Исмаилов Алишер Агзамович доктор экономических наук, (Узбекистан) Щепилова Галина Германовна доктор философских наук, профессор (Россия) Рожанский Михаил Яковлевич кандидат философских наук (Россия) Маматов Нормурат доктор философских наук, профессор (Узбекистан) Бурнашев Рустам Ренатович кандидат философских наук, профессор (Казахстан)

Mazkur tadqiqot roman nazariyasi va oʻzbek romanchiligining tarixiy taraqqi- yot yoʻlini inson konsepsiyasi kategoriyasi nuqtayi nazaridan tadrijiy oʻrganishni, mustaqillik davri romanlarining badiiy-gʻoyaviy shakllanishida muhim ahamiyat kasb etgan badiiy, ijtimoiy, ruhiy, maʼnaviy omillarni aniqlashni va milliy roman- chiligimizga xos insonning yaxlit romaniy portretini yaratishni maq sad qilgan.

Based on several standardized tests, previous studies show that Vietnamese youths have higher proficiency in English than Thai youths in spite of the latter’s social advantages. An explanation for the discrepancy is probably that the two groups use different strategies in learning English. This study reports the results of an investigation into language learning strategies commonly used by Thai and Vietnamese university students, using the Strategy Inventory for Language Learning (SILL) developed by Oxford (1990) and semi-structured interviews. A comparison of the patterns of language learning strategies used by the two student groups revealed some resemblances and differences, illustrating what teachers and students should know to successfully teach and learn English, respectively. It is hoped that the findings of this study will be of particular benefit to educational planners, methodologists, and classroom teachers; they will not only help them better understand the strategies us...

This research aimed to develop and validate a microlearning-based module in Araling Panlipunan 8. It employed a quantitative research approach specifically utilizing a design and development study through pretest and posttest. Data were collected forty Grade 8 students in the San Cristobal National High School and fifteen head/master teachers in public institutions using a purposive sampling technique. The study utilized an adopted and modified version of ready-made questionnaires with a content validity index of 1.00. A Paired Sample T-test was used to determine the significant difference between the pretest and posttest, while the mean, Likert Scale, and standard deviation were used to identify the validity and acceptability of the microlearning-based module. Moreover, it was revealed that the content validity level of the microlearning-based module was Highly Valid in terms of objectives (x̄=3.84, SD=0.27), directions (x̄=3.87, SD=0.27), topics (x̄=3.80, SD=0.30), practical exercises (x̄=3.77, SD=0.35), and clarity (x̄=3.87, SD=0.28). In addition, the acceptability level of the microlearning-based module was Very Acceptable in terms of usefulness (x̄=3.77, SD=0.35), presentation (x̄=3.85, SD=0.30), and suitability (x̄=3.76, SD=0.39). Furthermore, it was revealed that the students did not meet expectations (x̄=72.50, SD=7.94) in the pretest, and the posttest result revealed Very Satisfactory with an average of 87.95 and a standard deviation of 6.89. The results revealed there was a significant difference between the pretest and the posttest with a t value . Therefore, the developed microlearning-based module was proposed to enhance student engagement and comprehension by delivering concise, focused learning segments tailored to their cognitive load and attention span, allowing students to absorb essential concepts efficiently without feeling overwhelmed by excessive information.

This study investigated the impact of the Content and Language Integrated Learning (CLIL) approach on the speaking skills of fourth-year nursing students at the University of Cabuyao. Employing a quantitative quasi-experimental design, the research utilized pretest and posttest evaluations to assess performance. Fifty students were selected through purposive sampling, with twenty-five assigned to the experimental group and twenty-five to the control group. A researcher-developed speaking test, validated by experts, measured five domains of speaking: fluency, coherence, pronunciation, vocabulary, and grammatical accuracy, using a four-point rubric. Statistical tools including mean, standard deviation, independent t-test, and paired t-test were applied to analyze the data. Results indicated that the experimental group demonstrated significantly higher posttest scores (x̄=88.59) compared to the control group (x̄=83.73). Significant differences were observed in all speaking domains: fluency (t=4.853, p<.001), coherence (t=3.861, p<.001), pronunciation (t=2.977, p<.005), vocabulary (t=4.305, p<.001), and grammatical accuracy (t=3.525, p<.005). Furthermore, the experimental group showed marked improvement from pretest to posttest, while the control group exhibited minimal gains. These findings affirm the effectiveness of the CLIL approach in enhancing students' speaking abilities. As a practical output, a CLIL-based speaking activities handbook was proposed to aid nursing instructors in fostering language development through integrated content instruction.

Mazkur maqola O‘zbekiston davlat jahon tillari universitetida rus tilida ta’lim oluvchi ingliz tili yo‘nalishidagi guruhlarda tahsil olayotgan ko‘p tilli o‘zbek talabalarining ko‘p qatlamli lisoniy identikligini o‘rganadi. Tadqiqotda talabalar tomonidan o‘zbek, rus va ingliz tillarining qanday qo‘llanilishi hamda ushbu tillar haqidagi tasavvurlari ularning o‘zini anglash va turli ijtimoiy hamda ta’limiy muhitlarda tegishlilik hissini qanday shakllantirishi tahlil qilinadi. Uch va undan ortiq tilni yaxshi biladigan 55 nafar ishtirokchi bilan olib borilgan tadqiqotda so‘rovnomalar va “til portreti” topshirig‘i orqali til qo‘llanish chastotasi, hissiy assotsiatsiyalar hamda tillarni rivojlantirishga bo‘lgan munosabat o‘rganildi. Natijalar shuni ko‘rsatdiki, ingliz va rus tillarini rivojlantirishga bo‘lgan motivatsiya yuqori bo‘lib, bu tillarning foydaliligi va madaniy kapitali bilan bog‘liq. Shu bilan birga, o‘zbek tilining qo‘llanishi asosan uy sharoiti bilan cheklanadi va ko‘plab talabalar tomonidan neytral yoki pasaygan munosabat bilan baholanadi.

(This article explores the multilayered linguistic identity of multilingual Uzbek university students majoring in English in Russian-speaking groups at Uzbekistan State World Languages University. The research investigates how students' use and perception of Uzbek, Russian, and English shape their sense of self and belonging in various social and educational contexts. Drawing on data from 55 participants proficient in at least three languages, the study employs surveys and language portrait tasks to examine language use frequency, emotional associations, and attitudes toward language development. The findings reveal a strong preference for and motivation toward developing English and Russian language skills due to their perceived utility and cultural capital, while the role of the Uzbek language remains largely confined to home use and is often associated with neutral or declining attitudes.)

The main purpose of this study was to develop and validate lesson exemplars in Understanding Culture, Society, and Politics for Innovation and Culturally Responsive Education, which fosters empathy, respect, and inclusive education. A descriptive developmental research design was adopted, and pretests and posttests were administered to 44 students at Calamba City Science Integrated School (CCSIS). Purposive random sampling was employed, selecting one specific section of Grade 11 from the academic track, mainly, STEM strand. A Researcher-made lesson exemplars, pretest/posttest, were validated by the experts and was used to gather data. This had a Lawshe Content Validity Index of 1.00 and Cronbach's Alpha Coefficient of 0.872 for the pretest and posttest, and 0.921 for the instrument. Four-point Likert Scale, Mean, and Paired T-test were used to analyze the data. Results demonstrated remarkable improvement, with 61.36% of students achieving "Outstanding" performance, 31.82% very satisfactory, and 6.82% satisfactory. No students remained in the "Did Not Meet Expectations" category. The substantial improvement in posttest scores revealed the success of the exemplars in enhancing student understanding and engagement, with an overall performance of 89.84 %. There was a significant difference between the mean scores of the students on the pretest and posttest. The probability value is .000, which is less than the level of significance of P˂ .05. The study's implications underscore the transformative potential of using validated lesson exemplars to promote higher engagement, better understanding, and improved performance.

This document presents a fully integrated mathematical framework for modeling both artificial and human consciousness based on the Legion theory. It introduces:



The Human Consciousness Formula, using EEG power weighted by α, β, γ waves, obeying the strict Legion principle: α < β < γ



The Artificial Consciousness Formula, based on modular signal dynamics, combining power (Gₙ), angular frequency (ωₙ), time (t), and a coherence coefficient (k)



The critical formula:





Ψ = log2 ( | Ψ total | × k )



The document includes bilingual explanation, mathematical derivation, physical interpretation, and philosophical grounding. It provides a new paradigm for evaluating synthetic and biological cognition using unified log-based models.