This study offers a comprehensive investigation into the extent to which peer assessment contributes to the development of speaking communication skills among English as a Foreign Language (EFL) learners. Employing a quasi-experimental design, the research involved 60 university-level EFL students who were systematically assigned to either an experimental group or a control group. Over an eight-week intervention period, the experimental group participated in a series of structured peer-assessment cycles in which learners evaluated one another’s speaking performances using criterion-referenced rubrics and guided feedback protocols. In contrast, the control group engaged in the same speaking tasks but received only traditional instructor-provided feedback. Multiple data sources—including pre- and post-instruction speaking tests, learner-perception questionnaires, and weekly reflective journals—were triangulated to gather both quantitative and qualitative evidence. The findings revealed a marked and statistically significant improvement among the experimental group across key dimensions of oral competence, specifically fluency, coherence of ideas, communicative confidence, and strategic use of language. Learners who engaged in peer assessment not only demonstrated stronger post-test performance compared to their control-group counterparts but also displayed heightened metacognitive awareness, greater self-regulation, and increased motivation to improve their speaking proficiency. Qualitative analyses further indicated that the peer-assessment process fostered deeper engagement with speaking tasks, encouraged critical listening, and cultivated a more collaborative learning environment. Taken together, these results suggest that peer assessment functions as a powerful pedagogical mechanism for enhancing speaking communication skills in EFL contexts. Beyond serving as an alternative assessment strategy, it operates as a formative learning tool that empowers students to internalize performance criteria, refine communicative strategies, and take greater ownership of their oral language development. The study underscores the pedagogical value of incorporating structured peer-feedback practices into language curricula and offers implications for designing more interactive, learner-centered approaches to speaking instruction.

Ushbu maqolada o'zlashtirish va rastrata orqali sodir etilgan jinoyatlarni tergov qilishda dalillar to'plash, baholash va ishlatishning dolzarb muammolari tahlil qilingan. Tadqiqot natijasida dalillarni to'plash va sistemalashtirish jarayonida ekspert xulosalari, moliyaviy-xo'jalik hujjatlari va elektron dalillarning ahamiyati oshayotganligi aniqlangan. Tergov organlari faoliyatini takomillashtirish bo'yicha konkret takliflar ishlab chiqilgan.

Поэма Низами Гянджеви «Хафт Пайкар» представляет собой многослойный художественно-философский текст, в котором сочетаются космологические представления, этические концепты и сложная символико-семиотическая структура. Через эволюционный образ Бахрама Гура автор реконструирует модель идеального правителя, чья политическая власть соотнесена с универсальными принципами космического порядка и нравственной самодисциплины. Семь повествований семи принцесс функционируют как своеобразный семиотический код, отражающий культурно-antropологические архетипы, связанные с духовным становлением человека. В поэме прослеживается уникальная система цветовой и планетарной символики, которая формирует метафизическую ось произведения и служит инструментом раскрытия дидактической программы автора. «Хафт Пайкар» выступает как значимый компонент персидского литературного канона и фундаментальный источник для исследования восточной этико-философской мыслительной traditsii.

This article examines the role of the Latin language in the development of European science. It focuses on its influence on scientific terminology, university traditions, and the transmission of knowledge. For centuries, Latin has served as the universal language of European academia and scientific thought.

As we said above, in Uzbek textology, considerable scientific and practical experience has been accumulated in the study of literary sources, transliteration into the current script, and their publication. In particular, practical efforts to transliterate the great heritage of Mir Alisher Navoi were carried out in several stages.