STUDENTLERDI BIRLESTIRIW: XALÍQARALÍQ IZERTLEWLER HÁM PÁNLER BOYINSHA BIRGE
ISLESIW 1-XALÍQARALÍQ STUDENTLER KONFERENCIYASÍ. NÓKIS, 2025-JÍL 20-21-MAY
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participate in role-playing games, and practice conversational situations. This contributes to the
development of fluency of speech and communicative competence.
4.
Influence on students' motivation
One of the main disadvantages of the traditional approach is
the monotony of learning. Working with printed materials and academic teaching style can reduce
students' interest, especially in the context of long-term language learning. Multimedia technologies,
on the contrary, make the learning process more exciting. The use of game elements (gamification),
interactive tasks, augmented and virtual reality (AR/VR) stimulates the interest of students. For
example, language applications (Duolingo, Memrise, Quizlet) provide a system of rewards and
assignments, which motivates students to regularly study the language.
5
. Knowledge assessment and feedback
In traditional methods, knowledge assessment is carried
out through tests, written papers and oral exams. However, such testing methods may not always
objectively reflect the level of language proficiency, since testing is often focused on knowledge of
the rules rather than the ability to apply the language in real situations. Multimedia technologies allow
for a more dynamic and objective assessment. Online platforms use artificial intelligence to analyze
speech and writing, offering detailed feedback. For example, speech recognition programs can
automatically check pronunciation, and adaptive tests can adjust the complexity of tasks depending
on the student's level.
References:
1
. Brandl, K. K. (2008). C
ommunicative language teaching in action
. Upper Saddle River:
Pearson Prentice Hall.
2
.Doughty, C. & Long, M. H. (2003). Optimal psycholinguistic environments for distance
foreign language learning.
Language Learning & Technology, 7
(3), 50-80. Retrieved
http://llt.msu.edu/vol7num3/doughty/
3.
Glisan, E.W., & Donato, R. (2017).
Enacting the work of language instruction: High-leverage
teaching practices.
Washington, D.C.: ACTFL.
4.
Gonzalez-Lloret, M. & Nielson, K. B. (2015). Evaluating TBLT: The case of a task-based
Spanish program.
Language Teaching Research, 19
(5), 525–549.
5.
Long, M. H. (2014). Second language acquisition and Task-Based Language Teaching.
Malden, MA: Wiley-Blackwell
TEACHING CREATIVELY AND TEACHING FOR CREATIVITY
Sarsenbaeva Raya,
student of Karakalpak State University,
Seilkhanova R- scientific advisor
Annotation:
This thesis explores the concepts of "teaching creatively" and "teaching for
creativity," focusing on their significance in contemporary education. While teaching creatively refers
to innovative methods employed by teachers to engage students, teaching for creativity focuses on
fostering creativity as a cognitive and emotional skill in students. By examining literature and practical
applications, the paper highlights the importance of integrating these two approaches to create a
dynamic, student-centered learning environment. Ultimately, the research underscores the need for
teachers to not only be creative in their teaching methods but also to actively cultivate the creative
potential of their students.
Keywords:
creatively, essential, education, modern, technology, practical, teaching.
STUDENTLERDI BIRLESTIRIW: XALÍQARALÍQ IZERTLEWLER HÁM PÁNLER BOYINSHA BIRGE
ISLESIW 1-XALÍQARALÍQ STUDENTLER KONFERENCIYASÍ. NÓKIS, 2025-JÍL 20-21-MAY
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Creativity is known as an important skill in today’s world. As technology, society, and jobs
change quickly, it is now more necessary than ever to help students become creative. This paper looks
at two connected ways to support creativity in education: teaching creatively and teaching for
creativity.
Teaching creatively means using new and fun ways to teach. It helps teachers make learning more
interesting and enjoyable. Teachers use creative methods to keep students involved and active in the
lesson. Teaching for creativity is about helping students improve their creative thinking and problem-
solving. It teaches them to think in different ways, try new ideas, and look at problems from new
points of view. The idea of creativity in education has changed over the years. Ken Robinson says that
creativity isn’t only something people are born with — it’s also something that can be developed. He
believes it’s important to create a classroom where students feel safe to try new things, make mistakes,
and share ideas without being afraid to fail.
Teaching Creatively: Using methods different and fun ways to teach that catch students’ attention
and make learning more enjoyable. These methods help students feel more interested and involved in
the lesson. Project-based learning – students work on real-life problems or tasks. Role-playing and
simulations – students act out situations to understand new ideas. Gamification – using games or
game-like activities to make lessons more exciting and motivating. Teaching creatively has many
advantages. Studies show that when teachers use creative methods, students pay more attention,
remember things better, and improve their thinking skills. When learning is active and fun, students
feel more responsible for their work and understand the lessons more deeply.
Teaching for Creativity: Actually this means making a classroom where students feel free to share
their ideas and try new things. This way of teaching includes: Helping students ask open-ended
questions and think differently. Giving chances to work together and learn from each other. Mixing
different school subjects so students can use their knowledge in creative ways. Howard Gardner’s
research on multiple intelligences shows that every student can be creative in their own way. For
example, a student who is good at music might show creativity through songs, while one who is good
at math might come up with smart ways to solve problems.
In this kind of classroom, the teacher shows how to think creatively and gives students the
materials and support they need to grow their own ideas. Teachers should let students explore their
interests and not be afraid to try new things.
This study uses a qualitative method. It focuses on case studies and interviews with teachers to
learn how creative teaching is used in real classrooms and how it helps students become more creative.
To collect information, the study included: Watching teachers in the classroom while they used
creative teaching methods. Talking to teachers who try to make their lessons creative and help students
think in different ways. Asking students through surveys what they think about creativity in their
lessons. The goal was to see how creative teaching affects student interest, learning results, and how
well students can think creatively.
The information was studied using thematic analysis. This means the researchers looked for
repeating ideas or patterns. Some of the main ideas found were: giving students more freedom in their
learning is important. Working together helps students learn better. When teachers are excited and
show interest, students become more involved in lessons.
Teachers who used creative methods noticed that their students paid more attention and wanted
to learn. For example, when students did projects, they used what they learned in real situations. This
made learning more interesting and useful. Students said they liked lessons where they could be active
and creative.
In classes where creativity was supported, students took more responsibility and solved problems
better. When teachers let students explore on their own and think in different ways, students became
more confident and didn’t give up easily when faced with difficulties. Despite the benefits, teachers
faced challenges in implementing creative teaching methods, particularly due to rigid curricula,
STUDENTLERDI BIRLESTIRIW: XALÍQARALÍQ IZERTLEWLER HÁM PÁNLER BOYINSHA BIRGE
ISLESIW 1-XALÍQARALÍQ STUDENTLER KONFERENCIYASÍ. NÓKIS, 2025-JÍL 20-21-MAY
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standardized testing, and lack of resources. Teachers reported that integrating creativity often requires
additional planning and flexibility, which can be difficult in high-pressure educational environments.
References:
1.
Gardner, H. (1983). Frames of Mind: The Theory of Multiple Intelligences. Basic Books.
2.
Robinson, K. (2006). Do Schools Kill Creativity? TED Talk.
Torrance, E. P. (1974). Torrance Tests of Creative Thinking. Scholastic Testing Service.
3.
Mamutova , Y. (2023). MONITORING TECHNIQUES IN THE INSTRUCTION OF
READING ACQUISITION. Mental Enlightenment Scientific-Methodological Journal, 4(04).
https://doi.org/10.37547/mesmj-V4-I4-33
4.
Khodjaniyazova, U. K. . (2021). SIMILARITIES AND DIFFERENCES OF SPOKEN AND
WRITTEN LANGUAGE. CURRENT RESEARCH JOURNAL OF PEDAGOGICS, 2(08), 20–
23. https://doi.org/10.37547/pedagogics-crjp-02-08-06
5.
Тажиева А. У. Роль и место модульной технологии в обучении согласованию времен
английских глаголов //Высшее образование сегодня. – 2011. – №. 7. – С. 81-83.
6.
Utebaevna T. A., Maxsetovna D. U. ASSESSMENT. FORMATIVE AND SUMMATIVE
ASSESSMENT. THEIR INTRODUCTION AND USE IN PRACTISE //Eurasian Journal of
Academic Research. – 2024. – Т. 4. – №. 6-3. – С. 70-73.
ENHANCING LANGUAGE ACQUISITION: INDEPENDENT METHODS FOR
EFFECTIVE LEARNING
Sobirova Nafisa ,
The 1
st
year Student, Berdakh Karakalpak State University,
Keulimjaeva G.K.
Scientific advisor, EFL teacher, Berdakh State University
Abstract:
Acquiring a new language presents numerous challenges; however, the application of
appropriate methods and strategies can significantly ease the process. This article examines
contemporary independent learning techniques—such as shadowing, immersive learning, task-based
instruction, and content-based learning—while also addressing the roles of bilingual learning and self-
talk. Each method is analyzed in terms of its underlying mechanisms and effectiveness for different
types of learners. The article emphasizes the importance of adapting these approaches to individual
learning goals to maximize language acquisition success.
Keywords:
language learning; shadowing; immersive learning; task-based learning;
bilingualism; self-directed learning; content-based instruction.
Traditional language instruction, often delivered in classroom settings, has long been considered
the gold standard. However, recent research indicates that independent learning methods can be
equally effective, especially when combined with formal instruction. These techniques not only
complement classroom learning but also empower learners to take an active role in their linguistic
development. This article critically evaluates a range of independent learning methods supported by
empirical studies and discusses their practical application for language learners seeking faster and
more personalized progress.
Shadowing is a dynamic oral repetition technique in which learners listen to native speakers and
immediately repeat their words. This method strengthens phonological awareness, improves prosody,
and fosters real-time language processing. Marslen-Wilson demonstrated that shadowing accelerates
speech comprehension and enhances auditory responsiveness. By synchronizing listening and
speaking, learners develop both articulation and comprehension skills in tandem. [4, 56]
