В статье рассматриваются возможности интеграции искусственного интеллекта (ИИ) и литературных методик в процесс преподавания русского языка как иностранного (РКИ). Сделаны выводы о потенциале синтеза ИИ и литературы в РКИ и даны рекомендации преподавателям.

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.

Maktab o‘quvchilarning chaqqonligini rivojlantirish uchun to‘p bilan maxsus mashqlarni ishlab chiqish va qo‘llash. O‘rta maktabyoshidagi voleybolchilarning ishlash ko‘rsatkichlari tadqiqotda aniqlash. Yosh sportchilarda chaqqonlikni rivojlantirish uchun murabbiylar o‘quv mashg‘ulotlari, o‘rtoqlik uchrashuvlari va shahar musobaqalaridan olingan ma’lumotlar asosida maxsus usullarni yaratadilar va ishlab chiqildi.

Maqola rus mumtoz adabiyoti asarlaridagi ayollar obrazini ko'rib chiqadi. Unda A.S.Pushkinning “Yevgeniy Onegin” romanidan Tatyana Larina, F.M.Dostoyevskiyning “Jinoyat va jazo” romanidan Sonya Marmeladova, M.Yuning “Zamonamiz qahramoni”dagi Bela kabi ayol obrazlari tahlil qilingan. Lermontov.

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.