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INVESTIGATE PRACTICAL STRATEGIES THAT EFL TEACHERS CAN USE TO
ENHANCE STUDENT MOTIVATION IN THE CLASSROOM
Akilbekova Gulkhumar,
1
st
year student KarSU, English language and literature department
Atashova F.D.,Scientific advisor, senior teacher
Abstract:
Teaching English as a Foreign Language (TEFL) is a crucial aspect of global
education, yet it faces numerous challenges that hinder its effectiveness. Students often struggle with
motivation, lack of exposure to practical language use, outdated teaching methods, and insufficient
technological integration. Additionally, teacher training and access to modern resources remain key
obstacles in enhancing the quality of English language education. This article explores the major
issues in TEFL and proposes strategic solutions that can help transition from struggle to success in
language learning.
Keywords
: English language teaching, student motivation, pedagogical strategies, interactive
learning, educational technology, foreign language instruction.
Introduction.
English has become the dominant language of international communication,
business, science, and technology. Consequently, the demand for effective English language
education has significantly increased. However, teaching English as a foreign language (EFL) presents
a set of unique challenges that require strategic interventions. In many educational systems, students
struggle with a lack of motivation, limited opportunities to practice English in real-life situations, and
outdated teaching approaches. Teachers, on the other hand, often lack access to proper training and
innovative teaching resources, which further impacts learning outcomes. One of the key obstacles in
EFL (English as a Foreign Language) instruction is student motivation. Many learners struggle to find
relevance in learning English, particularly in regions where exposure to the language outside the
classroom is minimal. This lack of motivation often results in poor engagement and retention of
knowledge. Furthermore, traditional teaching methodologies that emphasize rote memorization of
grammar and vocabulary rather than communicative competence further hinder students’ ability to
use English effectively in real-life situations. Furthermore, technological integration in language
learning remains a challenge, especially in under-resourced schools and universities. While digital
tools, mobile applications, and online platforms have revolutionized language learning, not all
institutions have the infrastructure to support their implementation. Schools with limited access to
computers, the internet, or multimedia resources often struggle to provide students with interactive
and engaging learning experiences.
Method
. Student motivation plays a crucial role in learning English because it affects how much
effort students put into studying and practicing the language. When students are motivated, they are
more likely to participate actively in class and practice English outside the classroom. Many teachers
work hard to create a positive learning environment where students feel excited about learning
English. One way to boost motivation is by using activities that make learning fun. For example,
teachers can use games, songs, and interactive exercises that help students learn new words and
practice speaking. When students enjoy what they are doing, they become more interested and feel
less afraid of making mistakes. Setting small, clear goals is another effective method. When students
reach these goals, they gain confidence and are encouraged to keep improving. Teachers can celebrate
these achievements with simple rewards or positive feedback, which makes students feel appreciated
and motivated. Technology can also help increase motivation. Educational apps, online videos, and
language learning games provide fresh and engaging ways to learn English. These tools make it easier
for students to practice language skills at their own pace and in a fun environment. Additionally,
connecting English learning to real life can greatly enhance motivation. When students see that
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learning English can help them travel, make friends from other countries, or get better job
opportunities in the future, they are more likely to put in extra effort. Sharing real-life examples and
success stories can inspire students to work hard and see the value in learning English. Finally, a
supportive classroom atmosphere is very important. When students feel safe to express themselves
and are not afraid of being wrong, they are more likely to try speaking English. Group activities and
pair work help students learn from each other and build a sense of community, making the learning
process more enjoyable. In summary, student motivation in learning English can be improved by
making lessons fun, setting achievable goals, using technology, connecting lessons to real life, and
creating a supportive environment. These strategies help students feel confident and excited about
learning, which ultimately leads to better language skills.
Practical Language Exposure. Practical language exposure means giving students many chances
to use English in real life, not just in the classroom. It is important because it helps learners see how
English is used every day. When students are exposed to English in real-life situations, they learn
faster and become more confident speakers. For example, when students watch an English movie or
listen to English music, they can hear how native speakers talk. They learn how words are pronounced
and how sentences flow naturally. This helps them understand the language better than just reading
from a book. Another good way is to use role-playing activities. In a classroom, students can pretend
to be in a restaurant or at a store. They practice asking for food or help, which makes learning fun and
practical. This type of activity shows students how to use English in real situations. Using online tools
is also very helpful. There are many websites and mobile apps that let students talk with native
speakers or practice through games. For example, language exchange programs or chat apps can
connect learners with people from different countries. This helps students get used to different accents
and speaking styles. In addition, teachers can create a friendly classroom where mistakes are part of
the learning process. When students feel safe and supported, they are more willing to try speaking
English. This supportive environment helps them learn faster.
Results.
The findings from this exploration indicate that incorporating practical language
exposure and motivational strategies significantly enhances students' engagement and language
acquisition in EFL classrooms. When teachers use interactive and enjoyable activities such as games,
songs, and role-playing, students show increased participation and willingness to communicate in
English. These methods help reduce fear of making mistakes and create a positive attitude toward
learning.
Furthermore, integrating technology—such as language learning apps and online platforms—has
proven to be an effective way to make lessons more engaging and accessible. Students who utilized
digital tools for learning demonstrated better vocabulary retention, improved pronunciation, and
greater enthusiasm for practicing English outside the classroom. Practical
language
exposure,
including listening to English media and participating in real-life simulations, helped students develop
stronger speaking and listening skills. Students reported feeling more confident when using English
in everyday situations, suggesting that bridging classroom learning with real-world usage is essential
for fluency. Additionally, the establishment of a supportive and encouraging classroom environment
contributed to higher levels of student motivation. Learners were more inclined to collaborate with
peers, take initiative in conversations, and persist in learning challenges when they felt respected and
encouraged by their teachers and classmates. Overall, the results confirm that student motivation,
access to modern resources, practical exposure, and innovative teaching practices are key elements in
overcoming the challenges of teaching English as a foreign language. Implementing these strategies
leads to measurable improvements in language proficiency and learner confidence.
Overall, practical language exposure makes learning English more interesting and useful. It
bridges the gap between studying in a classroom and using the language in everyday life. By practicing
English in real situations, learning strategies students improve their listening, speaking, and overall
confidence.
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References
1. Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs
and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268.
2. Liu, J. (2019). Student motivation in foreign language acquisition. Language Learning
Journal, 47(4), 355-370.
3. Richards, J. C., & Rodgers, T. S. (2014). Approaches and Methods in Language Teaching.
Cambridge University Press.
4. Harmer, J. (2015). The Practice of English Language Teaching. Pearson Education.
5. BBC Learning English. (n.d.). Retrieved from https://www.bbc.co.uk/learningenglish
6. Duolingo. (n.d.). Retrieved from https://www.duolingo.com
TEACHING METHODS FOR DEVELOPING DIVERGENT THINKING
Azilkhanova Uldawlet,
Doctorate Student Karakalpak State University
In the rapidly changing 21st century, education systems are increasingly recognizing the
importance of fostering creativity and critical thinking among learners. One crucial aspect of creative
cognition is divergent thinking, which refers to the ability to generate multiple, unique solutions to
open-ended problems. Divergent thinking contrasts with convergent thinking, which focuses on
arriving at a single correct answer. As English language classrooms shift toward student-centered and
communicative approaches, the integration of methods that stimulate divergent thinking becomes
essential [1;3].
In language education, divergent thinking is closely linked with fluency, flexibility, originality,
and elaboration—skills that not only enhance language proficiency but also cultivate learners’ creative
capacities [2;14]. Therefore, it is imperative for language teachers to adopt instructional strategies that
go beyond rote memorization and promote imaginative and flexible language use. This thesis explores
effective teaching methods for developing divergent thinking in English lessons, grounded in
theoretical research and practical classroom applications.
Uzbek researchers have also emphasized the importance of developing creativity and independent
thinking in learners. According to K. Yuldashev, one of the goals of modern education in Uzbekistan
is to form innovative thinking and the ability to generate new ideas, especially through creative tasks
and problem-based learning [7;45]. Sh. Toshpulatova highlights the role of interactive teaching
strategies in developing students' communicative competence and creative skills, noting that student-
centered instruction significantly supports divergent thinking development [8;62].
Divergent thinking, a term popularized by psychologist J.P. Guilford, is the mental process of
generating creative ideas by exploring many possible solutions [3;5]. According to Guilford’s theory,
divergent thinking consists of four primary components: fluency (the ability to produce many ideas),
flexibility (the ability to think in varied directions), originality (the ability to produce novel ideas),
and elaboration (the ability to develop and expand ideas) [4;21].
Each of these components contributes to a student's ability to think outside conventional
boundaries and to engage more deeply in tasks that require interpretation and innovation. For example,
in a language learning context, fluency might be reflected in the ability to generate multiple sentences
around a given topic, while originality would involve using uncommon vocabulary or expressions.
In the context of language education, divergent thinking facilitates learners’ ability to express
themselves in novel ways, find multiple interpretations of texts, and engage in creative writing and
speaking tasks [5;33]. Developing this type of thinking is particularly important in communicative
language teaching (CLT), which emphasizes authentic language use and learner autonomy [6;18].
