This article investigates the psychological barriers in English language teaching in general education schools and analyzes evidence-based strategies to overcome them, drawing on both local observations and international research. Common psychological obstacles such as language anxiety, lack of motivation, and low self-esteem are discussed. Research from scholars such as Horwitz (1986), Dörnyei (2001), and Krashen (1982) is used to ground the findings. The paper proposes a set of interventions, including emotional scaffolding, student autonomy, and teacher training in English language teaching on international best practices.

This article examines the role of technology integration in modern language education. It reviews key strategies for effective digital pedagogy, including blended learning, flipped classrooms, and mobile-assisted language learning (MALL). The article also explores teacher readiness, digital equity, and instructional design principles for tech-enhanced classrooms. Challenges such as digital fatigue and unequal access are addressed, and recommendations for sustainable implementation are provided. The article concludes by emphasizing the role of reflective practice and continuous professional development in leveraging technology to improve language learning outcomes.

Maqolada O‘zbekiston Respublikasida har ikki yilda o‘tkaziladigan xalqaro baxshichilik sa‘nati festivali haqida batafsil ma’lumot berilgan. Shu bilan birga xalqaro baxshichilik sa‘nati festivalining milliy qadriyatlarini targ’ib qilishdagi ahamiyat to’g’risida fikr yuritiladi.

This article comprehensively examines the critical role of communicative competence in shaping the professional identity of future English language teachers. It underscores the necessity of integrating intercultural communication skills with linguistic proficiency to prepare teachers for increasingly multicultural classrooms. Through a mixed-methods research design involving surveys, interviews, and classroom observations, this study identifies prevailing challenges faced by trainee teachers in acquiring effective communication culture. Furthermore, it proposes innovative pedagogical strategies that emphasize experiential learning, cultural sensitivity, and learner autonomy. The findings contribute to curriculum development discussions and highlight the need for systemic changes in teacher education programs.

Ushbu maqolada Alisher Navoiyning “Navoiy” taxallusining dunyo tillaridagi yozilishi, transliteratsiya va fonetik moslashuv jarayonlari tahlil etildi. Tadqiqot doirasida taxallusning arab va fors alifbosidagi shakllari, rus, ingliz, nemis va oʻzbek tillaridagi orfografik va bibliografik qiyoslari oʻrganildi. Xalqaro bibliografik tizimlarda (Library of Congress, Deutsche Nationalbibliothek, VIAF va boshqalarda) Navoiy taxallusining turlicha qayd etilishi uning ilmiy tadqiqotlarda identifikasiyasiga ta’sir koʻrsatishi qayd etildi. Maqolada transliteratsiyaning turli standartlari — ALA-LC, ISO 9, BGN/PCGN va milliy oʻzbek lotin alifbosi asosida taxallus shakllarining farqlari va ularning madaniy hamda adabiy qabul qilinishi tahlil qilindi. Shu bilan birga, transliterasiya va tarjima oʻrtasidagi farq, taxallusning semantik yuki va uning turkiy madaniy merosdagi ramziy ahamiyatiga e’tibor qaratildi. Taxallusning xalqaro miqyosda yagona yozuv shaklida qayd etilishi zarurligini ilgari surilgan va uning bibliografik tizimlarda standartlashtirilishi yuzasidan takliflar berishga intilingan.