Announcing that contributor Michael Steffen has a new book out, I Saw My Life.

About I Saw My Life: From the saying “I saw my life flash before my eyes”, the book’s title announces thresholds, things and moments of arrest and luminosity, resplendent, but also shocking as a near-death experience might be, and fleeting as any flash may be. The stars in their constellations at night glimpsed up through leaves of a tree, the drama of a scull tipped in a powerful mid-river current, a woven shopping handbag, such objects in their places and handling evoke the weights and sensations revisiting the body in reflective memory, at the heart of poetry’s deeply personal yet widely shared and recognized expressions.

It’s available for review from Lily Poetry Review’s press.

This month’s issue rides high on a wave, surging towards us with a theme of Fluidity.

Some contributors literally speak of water. Eva Lianou Petropoulou personifies the creatures of the sea as she calls for an end to litter and pollution. Xoʻjyozova Dildora discusses environmental damage to the Aral Sea and efforts to restore the ecosystem. Elaine Murray celebrates the wonder of the ocean, wishing to become a mermaid. Brian Barbeito recollects being stung by a jellyfish, resting, and turning out okay in time, comforted by natural and literary beauty. Later, he celebrates the seafaring-inspired writing of Joseph Conrad.

Others address different aspects of life that can feel fluid, such as light and vast open landscapes. Juan Vadillo’s review describes Beatriz Saavedra Gastélum’s poetry collection, “Lucid Breath of Light,” as a journey exploring light in its various forms, memories, and transformations. Mesfakus Salahin immerses himself into nature and creativity. Stephen Jarrell Williams’ serene piece evokes a feeling of gentle tranquility. JoyAnne O’Donnell meditates on a pleasant afternoon outside in a meadow. Sheikha A.’s short, lyrical pieces use vivid imagery and concise language to evoke a range of natural and serene scenes. Sayani Mukherjee celebrates the beauty and splendor of an outdoor festival. Yee Leonsoo’s poems use extreme natural places (a salt desert and a deep-sea sinkhole) to explore identity, memory, and the feeling of in-between-ness. Mark Young’s geographies creatively mutate random regions of Australia into works of art.

We can also perceive time as more fluid than linear. Chuck Taylor explores the idea of the “now” and how it can be captured in words, considering the brief moments between perception and recording. Barbaros İrdelmen’s pieces intertwine ordinary images with themes of love and loss to explore how human connection, memory, and longing persist within and against time’s flow. Kareem Abdullah speaks of love, longing, and memory. Mustafa Abdulmalek Al-Sumaidi reminds us that we are all mortal. Abdel Iatif Moubarak renders up a tale of a singer’s faded glory still piercing the darkness of night.

One’s personality and attitudes also morph and shift over the years. Sevara Matnazarova outlines how her personality and outlook on life changed as she grew older. Susie Gharib’s work addresses authenticity, self-expression, and a desire for a more compassionate and peaceful existence. John Grey’s work explores vulnerability and resilience within the human (and natural) experience. Elisa Mascia’s pieces draw upon changeable natural phenomena such as wind and butterflies to dramatize introspective and emotive explorations of love, loss, and transformation. Yeon Myung-ji’s poem uses the act of shelling beans as a rich metaphor for introspection, resilience, and the quiet, often overlooked, processes of life and growth. Duane Vorhees’ poems explore themes of love, identity, and transformation, often blurring the lines between reality and fantasy. Nattie O’ Sheggzy delves into the complexities of simple things and searches for meaning, beauty, and authenticity in a chaotic and often dissonant world.

A whole set of poems by Niall McGrath explore themes of memory, identity, social commentary, and personal struggle, often set against the backdrop of Northern Ireland. Poet Michael Todd Steffen, interviewed by Cristina Deptula about his new book I Saw My Life, explores the intersection of personal and historical memories, identity, and mortality, aiming to inspire reflection, acceptance, and a deeper appreciation for the world around us. Lan Xin highlights how holding space for wonder and gratitude can enhance our daily lives. Kandy Fontaine’s piece mixes theater and prose, celebrating artist Tricia Warden and the intersection of art, literature, and identity, particularly in the context of feminist and queer perspectives.  Christopher Bernard kicks off the next installment of his children’s story Otherwise, a mixture of cultural thought, suspense and middle-grade energy. Tanja Vučićević describes a personal journey, both physically and emotionally, as they navigate through challenges and seek solace and salvation.

Writing can play a part in personal reflection and development. J.J. Campbell uses poetry to process his own experiences and emotions and to comment on the human condition. Yongbo Ma’s poems are reflective and introspective, exploring themes of isolation, disconnection, and the search for meaning. Manik Chakraborty wakes us up with the graceful hope of a new morning and continues to seek artistic inspiration despite abandonment from a muse. Ryan Quinn Flanagan probes ordinary life with a poet’s eye, considering the significance of even mundane objects. Jacques Fleury uses rich imagery and references to mythology and literature to highlight the owl’s dualistic nature, embodying both positive and foreboding qualities. Ananya Guha creates a place where a moment of fear and the stories told about it later blend together into a lasting personal myth, half memory, half ghost story. High school English student Reilley Andre expresses a mature perspective on life, pointing out how different people see matters from various points of view, expressing grief, and showing gratitude for his caring sister.

Some love can remain steady amid the flow of time. Gulsanam Mamasiddiqova offers up words of respect and love for her father. Mubina Botirova expresses her love and gratitude for her mother. Tursunova Mehrinoz Oybek qizi pays respect to her mother’s dedication and kindness. Gulchiroy Axmedova expresses tender sentiments of motherly care. Afrose S. celebrates childhood and urges people to protect children. Prasanna Kumar Dalai evokes the tenderness and fragility of early love. Anwer Ghani depicts a steady, tender, and elegant love. Anindya Paul speaks to a profound and intimate romantic devotion that lingers after death. Daniela Chourio-Soto expresses nostalgia through the means of scent. Yongbo Ma’s playful work also encompasses themes of love and human romantic connection.

Of course, not all love stories end happily, and loss is a part of the human condition. Leon Drake’s poems of heavy nostalgia mourn words left unspoken and relationships left unexplored. Donna Dallas speaks of trauma, monstrosity, addiction, and toxic relationships. Kassandra Aguilera’s fragmented poem explores the intoxicating and often painful dynamics of infatuation. On a broader scale, Milena Pčinjski laments the weight of a troubled world, all that could be and all that will never be. Yet, vulnerability is not necessarily weakness, but a prerequisite for change and growth.

Love and caring can also encompass more than one’s own inner circle. Several contributors discuss the fluid state of societal and international relations and advocate for peace and justice. Alan Catlin’s work highlights the human cost of war and its echoes in art and the human soul. Abigail George’s melancholic, reflective poems mourn destruction in Gaza and a personal loss. Shlok Pandey’s fictional story is a poignant portrayal of the human experience during wartime. David Kokoette describes age-old power dynamics and struggles. Mark Wyatt’s fragmented pattern poetry calls out the atrocities made possible by unquestioning obedience to religious and political dictates. Patricia Doyne mocks Donald Trump’s pursuit of grandeur as Bill Tope presents another satirical take on Trump’s proposed arch. Staci Modisette reminds us to protect ourselves while speaking up for peace and justice. Eva Lianou Petropoulou’s gentle words are set to ethereal vocals and a drifting background melody, with an encore here. Аshurоvа Dinоrа Аnvаrqul qizi outlines the role of Uzbekistan’s National Center for Human Rights.

Cultural and world history might seem static, but it can also be fluid in the sense that we remember it differently, or remember different aspects of it, over time. What and how we remember can have repercussions in the present. Lan Anh, a Vietnamese economics student in Germany, illustrates the intricate web of relationships between nations, economies, and people, highlighting the invisible boundaries that connect and impact lives in unseen ways. Muhammadyusuf Kozimjonov outlines the historical and cultural development of Uzbekistan. Joseph Ogbonna revels in the intriguing cultural and political history of the island of Corsica. Nozima Gofurova describes the cultural treasures she saw during her tour of Uzbekistan’s Center for Islamic Education. Jernail S. Anand encourages us to look to wise examples from history to create the world we would like to see.

Tasneem Hossain celebrates the richness of the world’s heritage of dance. Federico Wardal highlights an upcoming star-studded event in Rome celebrating Dante Aligheri which will be attended by cinema and theater luminaries. Yatti Sadelli reviews Dr. Bashir Issa Al-Shirawi’s poetry, highlighting his theme of the inner strength and resilience of the world’s women. Emmanuel Chimezie, Nigerian poet and founder of Poets’ Workshop (Global), interviews Egyptian poet Abdel Latif Moubarak about how life in Cairo shapes poetry, delving into themes of darkness, inequality, and identity.

Language and literature are part of world culture as well as a bridge among various cultures. Nozimova Shukrona highlights the value and importance of reading as a way to learn and participate in global thought. Jernail S. Anand urges readers to nourish our minds as well as our bodies, with a well-chosen and varied diet. Tursunaliyeva Zilolaxon celebrates the value of books, literature and libraries. Joseph Nechvatal’s review of Rus Khomutoff’s poem “Kaos Karma” examines the work as an abstract machine that combines literature and chaos magick philosophy, exploring themes of multiplicity, singularity, and the relationship between poetry and passion. Yulduz Kurbоnоvа explores how courtesies embedded in the Uzbek language can get lost in translation to other tongues. Delo Isulfi pays tribute to Rohini Kumar Behera, reflecting on his poetry, highlighting Behera’s themes of peace, gratitude, and nature, and how they convey a sense of spirituality and universality.

Education serves as a vital site where tradition and innovation meet—a place where societies negotiate fluid continuity and change. Many contributors discuss best practices for teaching language and other subjects in school. Subanova Dilafruz discusses audio aids for young language learners. Charos Mansurova discusses the phenomenon of English “loan-words” in Korean. Azimova Nilufar Egamberdiyevna compares word structures in English and Uzbek. Pardayeva Yulduz outlines methods of English-Uzbek idiom translation. Abduraufova Nilufar Khurshidjon kizi highlights the need for parents and educators to work together to teach young children. Qurbana Mubinakhon Umidjon qizi discusses how parents and educators can cooperate to inculcate national values in Uzbek children. Usmonaliyeva Bahora Abduvali qizi explores the role of idioms in Uzbek literature. Ahadova Feruzakhon looks at ways to improve student vocabulary knowledge.

Abduhalilova Sevdora Xayrulla kizi asserts the importance of physical education in school. Isakova Mukhlisa Khusanboevna illuminates exercise as a stress reliever for students. Bakhromova Gulsanam discusses the importance of inclusive education for students with disabilities and practical ways to make that happen. Abdullajanova Shahnozals’hoqxon suggests ways to help shy language students feel more comfortable speaking up in class. Dildoraxon Turgunboyeva explores how to create nurturing and educational preschool environments. Abduhalilova Sevdora offers up a polylexical analysis of English language phraseology. Turdaliyeva Mohidil Baxtiyor qizi discusses classroom activities to enhance student vocabulary. Dildoraxon Turg’unboyeva highlights the value of dictionaries in education. Ahadova Feruzakhon suggests ways to work with vocabulary when teaching young students their native language. Shahnoza Amanboyeva points to 3D modeling and artificial intelligence as tools to enhance science classrooms.

One of education’s important social functions is to prepare students to join the workforce. The global economic landscape is continually in flux, as several contributors discuss. Satimboyeva Risolat Ilhomboy qizi outlines future prospects for job growth given emerging world technologies. Azamova Feruza Abduholiq qizi suggests ways to improve the service sector of Uzbekistan’s economy.

Turning to medicine, Mamadiyorova Durdona outlines the structure and function of the human placenta. Ashurova Parizoda explores the biological characteristics of the parasite Ascaris and its effects on the human body. Xamroyeva Shaxlo discusses the process of blood formation in the human body.

For a look at a widely discussed technology, Rahmonova Barno Kilich qizi probes the economic future of our world after the growth of artificial intelligence. Nurmatova Charosxon Pirnazar qizi also explores how artificial intelligence is reshaping education and the global economy. Toshbotirov Bekjaxon Asliddin o‘g‘li outlines useful roles for AI in the classroom. O’rinboyeva Ziynatjon Anvarbek qizi points to effects of artificial intelligence on society.

Dildora Sultonova celebrates human intelligence, singing an ode to her resplendent and resilient dreams. Eva Petropoulou Lianou interviews poet Eldar Akhadov, highlighting his optimism and respect for the next generation.

A common thread in this entire issue is the persistence of human connection in the face of change. Each contributor grapples with how individuals and communities relate to each other, to history and culture, to the natural world. Smaller scale personal narratives and larger stories intertwine as overlapping dimensions of the human story. The blending of artistic forms and styles in several works evokes the complex flowing of ideas within the creative mind, a current that dissolves rigid boundaries among ideas and cultures.

The collection suggests that while much of our lives inevitably flows and shifts with the passage of time and with cultural and technological change, the underlying human impulses to connect, to understand, and to create meaning remain constant..

The top five commandments 

 Always a 

 scourge in the wrong  hands, the tablet was used  as an accessory in torture for  the legitimization of cruel games.  Imagine being trapped in a tiny cell  24/7 listening over the loudspeaker to  Kim Jong Un proclaiming self-deification  again and again, all the while numb with  hands tied, blindfolded, shivering. Just  a stench of death and throbbing eardrums   with sleep deprivation. Dictators always  have skin in the game in eliminating the  opposition, stymieing bubble-bursting of  their omnipotence, intimidating the rank  and file through the gleeful but macabre   dispatch of wannabe rivals to hell. Jang   Song-thaek probably had it coming. Right  hand thug and power behind the throne in  North Korea, with vicious purges of less  than 100% obsequious government servants  featuring in his chequered history, this  man was certainly no angel. Ask his only  daughter, who he forced to suicide after   she eloped to Paris. ‘Obey your parents’  was one of the top five revered commands  together with ‘Hero worship’, ‘Prostrate  yourselves before all images of the dear  leader, though spit on the images of his  enemies’, ‘Always accompany the leader’s  name with praise’, ‘Slave away 24/7’. As   for Jang Song-thaek? He was denounced as  a counter-revolutionary on live TV while  being arrested at a gathering of the top  brass. Handcuffed, chained, at his court   martial accused of being ‘far worse than   a dog’, ‘despicable human scum’, next he   was airbrushed out of pictures depicting   him with the ‘dear’ or ‘beloved’ leader.   Jang Song-thaek’s end was grisly: caged,  naked, devoured by a pack of attack dogs 

 Ra complaining of Joshua 

The Greeks 

 and Romans knew: If 

 I was knocked off course 

 it was never pretty. Forests 

 became fireballs while meadows  by meandering rivers reddened to  dust. So, it simply wasn’t clever  to disturb my solar barge on its way  across a blue sky. At night I had issues   with an underworld serpent lurking in  the recesses, always vainly trying   to hypnotize me and pack me off 

 to another planet, but I kept 

 going day after day until one day I met  Apollo, who offered me the chance   to trade up my barge 

 for a berth in his sparkling  new chariot that would gallop at  the same pace through the sky. Life  in Egypt was no longer quite what  it had been and so on reflection I  was pleased to accept. Since Moses  had somehow contrived to out-magic  our magicians, faith in our true gods  had ebbed. I felt eyes staring up at me  less reverentially. What really offended  me, though, was being jeered at by Joshua  (who had succeeded Moses) and all his blood-  thirsty crew terrorizing Palestine at the   time and making an absurd demand: that I  apply the brakes, screeching to a halt  and staying put for 24 hours, all to  facilitate a total massacre of the   Amorites (Joshua 10). The idiots  knew nothing of cosmology at all   

 Looters 

 The order 

 was unequivocable: No  looting! Ah, but the gleaming  silver, the silky Babylonian robe,  the shimmering gold to fondle, to hold!  Achan couldn’t help himself, and plundered   while the rest of the army put Jericho to the   sword, murdering every living being found and  destroying all signifiers of a famous city’s  cultural icons. After Achan confessed under  questioning to his sin, he wasn’t ready for  what came next. The first stone, small and   round, smacked his skin. The sharp second  drew blood. Black, blue and punctured, he   withstood the pain for as long as anyone  could, with his family watching, weeping,  wailing in the wings, waiting to be next.  

And so the wicked and their wives went off with a whimper. While massacring women and babies was de rigeur among the Brownshirts  in Joshua’s special forces, ill-discipline was a definite no go. Orders like the ban 

 on looting had to be followed religiously 

 on pain of death. For more contemporary 

 despots, looting garnished genocide, 

 like the Gestapo, hand in glove 

 extracting gold fillings  

 at Auschwitz to kiss  

 an evil ring 

 Rejecting the wisdom of Solomon 

 Solomon  knew, when he  offered to cut the baby two women were scrapping 

 over in half, that a true  mother would refuse. At the  court of Solomon (aka United Nations), the non-Zionists 

pleaded that their baby 

 not be ripped violently apart into red slices.  

 A pacifist like Mahatma  Gandhi, Reform Judaism’s  Chancellor of Jerusalem’s  Hebrew University advocated  harmony, so that both Jewish  and Islamic cultural traditions  could be celebrated reverentially  side by side. With equal rights for  

all citizens, he envisaged togetherness in sowing and reaping, in planting 

 with love and harvesting in a golden  glow. War threatened, though, with  butchers’ knives being sharpened  and he warned of “the spilling 

 of blood, ruination, vicious 

 imminent sword of Damocles  

 destruction for everyone 

 created in the image  

 of God”. Tragically, 

 emotional arguments 

 swayed the court’s 

 decision, with  

 insufficient 

 heed paid to 

 Solomon’s 

 wisdom.  

These poems take inspiration from passages in the Old Testament. The font these poems use is Courier New, though any monospaced font, such as Aptos Mono or Cascadia Mono, works equally well. Mark Wyatt discusses his technique in ‘Using letters as number-like particles in constructing pattern poetry’, an article that appeared in the Journal of Mathematics and the Arts: https://doi.org/10.1080/17513472.2025.2518519

Mark Wyatt now lives in the UK after teaching in South and South-East Asia and the Middle East: https://orcid.org/0000-0001-8647-8280.  His pattern poetry has appeared since 2024 in Antifa Lit Journal, Artemis Journal, Ballast, Borderless, Clockwise Cat, Cosmic Daffodil, Dust Poetry, Exterminating Angel, Full Bleed, Full House Literary, Greyhound Journal, Hyperbolic Review, Ink Sweat and Tears, Libre, MacQueen’s Quinterly, Moss Puppy Magazine, Neologism Poetry Journal, Osmosis, The Paper, The Plentitudes, Radon Journal, Re-Mediate, Shift, Sontag Mag, Streetcake Magazine, Talking About Strawberries All Of The Time, Tap Into Poetry, Tupelo Quarterly, and Typo. Other pattern poems are forthcoming from Allium, Brooklyn to Gangnam, Genrepunk Magazine, and Santa Fe Literary Review. Two of his poems have recently been nominated for a Pushcart Prize.

I Wish You a Heaven, Mother
By Barbaros Irdelmen

Yesterday, your smile
still moved through the air.

Now the room
a quiet of unfinished sentences,
glances that stopped halfway.

On the side table,
a glass of tea gone cold.
Your room,
refusing time,
keeps a trace of your warmth.

I wish you a heaven, mother.

Let the earth be light above you.
Let the wind pass without knowing you.

Mountains should remain untouched.
The sky, unbroken.
The sea
free of all urgency.

At night,
may moonlight find your pages.

Let there be no distance
between you
and the names you carried.

Let longing
lose its language.

And happiness
no longer a thing
that must survive.May your tea
never grow cold

The Sign

By Barbaros İrdelmen

Ah, how long I have been waiting
for a sign
from those alluring,
colorful eyes!

If only it came…

Ah, then would crumble,
collapse into dust,
all the civilizations
that have ever been.

A Conversation with Yesterday

By Dr. Barbaros İrdelmen

When our eyes first met
we fell in love.

What day was it
when we were married?
You haven’t forgotten,
have you?

The children—
their graduations,
their going off to the army,
their weddings…

Then the grandchildren.

“Can such things ever be forgotten?”
we had laughed
the day I retired.

That grandchild in high school now—
when was he born?

Tell me,
do you remember
all of it?

Or was all of this
just yesterday,
truly?

Dr. Barbaros İrdelmen is a Turkish poet, writer, translator, and retired specialist in internal medicine and nephrology, lives in Istanbul. With 19 published poetry collections to date, his works have been included in numerous national and international anthologies, poetry festivals, and selected literary compilations. Currently a poetry columnist for Edebiyat Magazin Newspaper and TV, also contributes actively to prominent literary journals such as Pazartesi14 NEYYA Edebiyat, Kirpi Edebiyat ve Düşünce Dergisi, writer for the Papirus Magazine, Literature House writer. As a member of the Writers Syndicate of Turkey, he is not only known for his original poetry but also as a leading figure in the translation of world poetry written in English into Turkish. He is also a member of the poetry translators community, part of the ITHACA Foundation (Spain), building cultural and literary bridges across borders through the power of poetry.

What inspired you to write this collection? 

The urge to salvage something I suppose of my losses inspired a good deal of the poetry in this book. That is the oddity of memory: we never really lose anything we cherish. For me, there is an almost invisible essence to each thing we love, each moment, as particular and invisible as the scent of mint in the sauce of a good meal. So part of the inspiration to write the poems was also finding or coming up with the disguises that would conceal those dear ones, moments and things while they held the place of identities and kept the reader (in me) on the appreciative hunt, searching them out anew. An indispensable element of joy is in the pursuit and discovery of it. 

Your poems often explore themes of nostalgia and reflection. Can you talk about the role of memory in your work? 

To add to the partial answer to this question found in my first response: History contains a key in my way of thinking about my own past. It is collective memory, and it’s a vital key in knowing who we are, who we choose to be rightfully from our journey across time and distances. The fact for most of us is that we have many homes and a large and very diverse family. Going to be with one means leaving and for the time losing the other. I grew up watching the spirited Sand Hill Cranes on the Nebraska-Platte River stop of their migrations from South America to Canada each spring. They’ve flown the same migratory path since the age of the dinosaurs. A simple clue to the nearly perpetual mechanism of nostalgia and desire in me comes by way of the salient ironies of missing America most when I was living in France, and then missing life in France now that I’m living in America. That can be true of the different places I’ve lived here in the States too, living in Boston and missing Oklahoma or Tennessee. I have a joke about a partner who insists she stays with her guy mostly only to avoid falling into the gross error of having to miss him if she were to leave him!

These poems touch on the intersection of personal and historical events. How do you balance these two aspects of your poetry? 

Some time back after I’d finished my Masters degree in England, I moved to Normandy in France. To my surprise I was very much appreciated – The American! – by people there. They kept insisting on thanking me for helping liberate them from the Nazis in WWII. I kept thanking them for the wine and fine meals they prepared for me, while insisting I hadn’t even been born yet in 1944. I grew up vaguely aware of a great-uncle, my mother’s uncle Jack, who did participate in the Battle of Normandy, but it took me awhile to connect those dots. In fact, particular interest in WWII came back powerfully to me as a way of finding a language to help me write about those 10 years in France. The end of the long poem in this book alludes to that uncle. Two more long narrative poems were written about the family French-American connection and the days of WWII in rural America and in Occupied France. I met so many people there who had lived under the Nazi Occupation, each with their memorable story to tell. Eventually I’d like to publish the three narratives together as a trilogy.

Your poems often have a strong sense of place. How do you think your surroundings influence your writing, and what do you hope readers take away from your descriptions of specific locations? 

Writing about the particulars of a place marks a positive act of writing, of witnessing, but also appreciation. It is like complimenting another for the care and work they put into what they do—gardening, dressing fashionably, fixing a meal. The particular language of love waters the plant we are. When we don’t receive any recognition for our efforts we wilt. Same for place. We need, on a larger scale, to put more into the infrastructure of our country. When I first moved into the Boston area and was teaching, it disheartened me to hear students from Japan and Canada, polite and quiet as they meant to be, lament the shabby conditions of our roads, airports and trains!

In several pieces you write about accepting things you can’t change (death, war, office politics, WWII history). How do you think this relates to your broader themes of identity, mortality, and the human condition?

Acceptance is an abiding wisdom that runs the American in me deeply at odds. Because, I suppose as an American, I do believe humanity can live better – that we have, at periods in history, lived in fact better than in this age of great access to convenience, communication and travel. We are emphatically out of balance with nature, especially its pace and patience, and terribly imprudent in how we consume our resources. That is what the upcoming generations have to struggle for. But it helps me to see that by and large they are becoming lucid to the challenge and I believe they will by numbers overcome the harmful ways our super-tech and voracious society lurches about as though to saw off the branch we’re all sitting on, so to speak.

Your poetry often has a reflective, introspective tone. What do you hope readers take away from your work, and how do you think it can relate to their own experiences? 

I try to be very careful about broadcasting any demagogical intention in my writing. I would hope the introspective element would inspire readers to be themselves generous with quiet time, turn off all the media and music, not all the time, not in any strict sense, but to cultivate an appreciation for the sifting ruminative processes of reflection. Great insights do come, but only of themselves with a sort of natural, unforced, even wary way of approaching them. Almost like deer in the wild. Voluminous wide access to all the facts doesn’t really help us put those facts together. On a small very intense scale, that’s an important lesson creative writing teaches us. Beyond what, the how!

Michael Todd Steffen’s book I Saw My Life is available here from Lily Poetry Review.

Enhancing students` vocabulary knowledge through interactive activities

Turdaliyeva Mohidil Baxtiyor qizi

mohidilturdaliyeva6@gmail.com student of Namangan State Institute of Foreign languages named after Is’hoqxon Ibrat

Abstract

Vocabulary knowledge is a fundamental component of language proficiency and academic success. Traditional rote memorization methods often fail to engage students or promote long-term retention. This research focuses on the problem of lack of vocabulary among 9th-grade students. The aim of this study is to identify and implement effective teaching methods to improve students’ vocabulary knowledge. The study was conducted over four weeks with twenty students in a public school in Uzbekistan. At the beginning of the four-week period, a pre-test was used to establish students’ vocabulary knowledge. The initial results indicated 62,5 percentage of students struggling to remember new words. Survey was distributed to students to gather data on their learning preferences and perceptions. The survey results showed that students found traditional memorization difficult and preferred visual aids and game-based learning. After four-week intervention, a post-test was conducted to measure the effectiveness of the new teaching plan. Following the use of interactive methods, 75 percentage of students achieved excellent levels in vocabulary retention. In conclusion, this research shows that vocabulary is a major challenge for students. However, the four-week study proved that when students learn words through short stories and interactive games, they remember them much better.

Key words: vocabulary retention, interactive teaching methods, game-based learning, visual aids, student engagement.

Introduction

Vocabulary is widely regarded as one of the most critical components of language proficiency. Without a rich and functional vocabulary, learners find it difficult to comprehend texts, communicate effectively, or engage meaningfully with academic content. As Nation (2001) asserts, vocabulary knowledge underpins all four language skills — reading, writing, listening, and speaking — and its development is therefore central to language education. Despite its recognized importance, vocabulary instruction has often been reduced to decontextualized memorization of word lists — an approach that yields limited results in terms of long-term retention and active use. Learners may be able to recognize a word in isolation yet fail to deploy it appropriately in context. This disconnect between recognition and productive knowledge underscores the need for more dynamic, learner-centered approaches to vocabulary instruction. Interactive activities offer a promising alternative. By engaging learners in meaningful communication, collaboration, and problem-solving, these activities create conditions conducive to deeper vocabulary processing and durable retention. The present article reviews the theoretical basis for interactive vocabulary instruction, surveys relevant empirical studies, and proposes practical strategies applicable to university-level EFL/ESL settings.The case for interactive vocabulary learning is grounded in several well-established theories of language acquisition and cognitive psychology. Understanding these frameworks helps explain why interactive activities are more effective than passive approaches.Craik and Lockhart’s (1972) depth of processing framework proposes that the more deeply a learner processes information, the more durable the resulting memory trace. Interactive activities require learners to analyze, evaluate, and use words in context — all of which constitute deeper processing than simple repetition.

When students discuss, debate, or creatively deploy new vocabulary, they form richer mental representations that are more resistant to forgetting. Schmidt (1990) argued that conscious attention to linguistic form — ‘noticing’ — is a prerequisite for acquisition. Interactive tasks, particularly those involving meaning negotiation, naturally direct learners’ attention to vocabulary gaps and unfamiliar forms, thereby facilitating the noticing necessary for uptake.Vygotsky’s (1978) sociocultural theory emphasizes the role of social interaction in cognitive development. Learning, including vocabulary acquisition, occurs first on the social plane before being internalized. Collaborative activities — such as group discussions, peer teaching, and cooperative games — provide scaffolded environments where learners co-construct meaning, enabling them to acquire vocabulary that might be beyond their current individual capability. Krashen’s Input Hypothesis (1985) and Swain’s Output Hypothesis (1995) together provide a compelling rationale for interactive vocabulary instruction. Comprehensible input exposes learners to new words in context, while the push to produce output forces learners to activate receptive vocabulary, notice gaps, and consolidate their knowledge through use.

Literature Review

The effectiveness of interactive vocabulary instruction is supported by a substantial body of empirical research. Several key studies merit particular attention.

Nation and Newton (1997) investigated the relationship between vocabulary and task design in communicative language teaching. Their findings confirmed that tasks requiring learners to use new words in meaningful contexts produced significantly higher retention rates than decontextualized study. Similarly, Joe (1998) demonstrated that creative retelling of texts — a highly interactive activity — led to greater vocabulary acquisition than simple reading.

A meta-analysis by Elley (1991) on vocabulary learning through listening to stories found that interactive read-alouds, in which teachers pause to discuss and elaborate on word meanings, produced substantial vocabulary gains. This finding was later extended to adult learners in EFL contexts by Horst, Cobb, and Meara (1998), who showed that even incidental exposure to words in rich interactive contexts contributes meaningfully to lexical growth.More recently, studies examining technology-enhanced interactive learning have produced encouraging results. Mayer’s (2009) research on multimedia learning principles supports the use of digital interactive tools, arguing that combining verbal and visual information in interactive formats engages multiple cognitive channels and enhances retention. Studies on gamified vocabulary platforms (e.g., Sung, Chang & Liu, 2016) have reported significant gains in both vocabulary size and learner motivation.

The study was guided by the following three research questions:

 1) Why do students have difficulty remembering new English vocabulary?

 2) How does regular vocabulary practice influence students’ speaking skills? 

3) Do interactive classroom activities help students use new vocabulary more confidently?

Despite the abundance of studies on vocabulary instruction, there is a notable research gap regarding the combined effectiveness of visual aids and gamified learning (such as Quizlet and matching games) in secondary school settings. While most literature focuses on either traditional rote memorization or purely digital platforms, the synergy between physical-visual tools and interactive classroom activities remains under-explored.

Taken together, this body of research makes a compelling case that interactive vocabulary instruction is not merely more engaging than traditional methods — it is demonstrably more effective at producing lasting vocabulary knowledge.

Methodology

The present study was conducted at Secondary School in Uzbekistan, with a 9th-grade class of 20 students (7 boys and 13 girls) at the B1 proficiency level. The intervention lasted four weeks.

Data were collected through multiple instruments: pre-tests and post-tests to measure vocabulary knowledge before and after the intervention; classroom observations to monitor students’ participation and word usage; questionnaires to gather students’ opinions about the activities; and analysis of students’ written work, including compositions and sentences.

The four-week intervention followed a structured plan: Week 1 involved a vocabulary pre-test and needs analysis to identify gaps in students’ existing knowledge; Week 2 focused on teaching vocabulary through short texts and visuals; Week 3 introduced vocabulary games including matching activities and Quizlet; and Week 4 concluded with a post-test, student questionnaire, and reflection session.

In the first week, 10 pre-tests(questionnaire) were taken to identify students` knowledge. Classroom observation was conducted to study students` problems in the lesson. In the second week, words were taught through short stories and visual materials. In the third week, lessons were taught through interactive games like matching words, quizlet. This was interesting and understandable for the students. And last week, a post-test was taken to determine the students’ learning progress. The results have changed significantly.

Types of Interactive Activities for Vocabulary Enhancement

A broad range of interactive activities has been proposed and studied in the vocabulary acquisition literature. The following categories represent the most widely researched and pedagogically robust approaches.

1. Word Games and Competitions. Games such as word bingo, crossword puzzles, vocabulary relay races, and word association competitions introduce an element of play that reduces anxiety and increases motivation. Deesri (2002) found that games used in language classrooms not only increased students’ participation but also improved vocabulary recall compared to conventional instruction. The competitive or playful element encourages multiple encounters with target words — a key condition for retention — while keeping learners emotionally engaged.

2. Role-Plays and Simulations. Authentic, contextualized language use is a hallmark of communicative language teaching. Role-plays and simulations require students to use target vocabulary in scenarios that mirror real-world communication, strengthening the link between form and meaning. Nunan (2004) emphasizes that tasks which replicate genuine communicative demands produce more durable learning outcomes than those focused solely on form.

3. Collaborative Word-Mapping and Concept Tasks. Semantic mapping, word webs, and Frayer models encourage students to explore relationships between words — their synonyms, antonyms, collocations, and conceptual associations. When completed collaboratively, these activities promote discussion and negotiation of meaning, deepening knowledge of individual words and broadening the network of lexical associations.

4. Digital and Technology-Mediated Activities. Digital tools have dramatically expanded the repertoire of interactive vocabulary activities available to educators. Platforms such as Quizlet, Kahoot!, and Wordwall allow teachers to create custom vocabulary games and quizzes that provide immediate feedback and can be revisited for spaced practice. Research by Schmitt (2010) highlights the value of spaced repetition in vocabulary learning, and digital platforms are particularly well-suited to implementing this evidence-based strategy at scale.

5. Task-Based Language Activities. Task-based activities — such as information gap exercises, jigsaw readings, and problem-solving tasks — create a communicative need that drives vocabulary use. Because students require specific vocabulary to complete the task, they are motivated to acquire and deploy it actively. Ellis (2003) argues that such tasks create optimal conditions for incidental vocabulary learning while preserving focus on meaningful communication.

Result

The findings from the four-week classroom intervention at School Number 9 yielded four notable results. At the beginning of the four-week period, a pre-test was used to establish students’ vocabulary knowledge. The initial results indicated 62,5 percentage of students struggling to remember new words. Survey was distributed to students to gather data on their learning preferences and perceptions. The survey results showed that students found traditional memorization difficult and preferred visual aids and game-based learning.

In the Figure1, pie charts show the exact percentage of the survey` result. A survey was conducted among students to find out whether the visual materials were useful to them, and the results were as follows, f1. Second, speaking activities increased students’ confidence; learners who participated in interactive oral tasks demonstrated greater willingness to use new vocabulary in communication. Third, students became more motivated and participated more actively once game-based and collaborative tasks were introduced in Weeks 2 and 3. After four-week intervention, a post-test was conducted to measure the effectiveness of using short stories. Following the use of matching games, 75 percentage of students achieved excellent levels in vocabulary retention.

                                      Figure 1.

Discussion

Vocabulary knowledge is indispensable to language proficiency, yet traditional instructional approaches have often failed to foster the deep, productive knowledge that learners need. Interactive activities — grounded in depth of processing, sociocultural, and communicative language teaching frameworks — offer a pedagogically sound and empirically validated alternative.

The activities reviewed in this article, ranging from word games and role-plays to collaborative mapping tasks and digital platforms, share a common feature: they require learners to engage with words actively, meaningfully, and repeatedly. The research evidence strongly supports the conclusion that such engagement produces superior retention and more flexible, generative vocabulary knowledge.

For EFL educators at the university level, the practical message is clear: vocabulary instruction should be designed around interaction, not memorization. By embedding target vocabulary in rich communicative activities and providing the multiple exposures that acquisition requires, teachers can equip students with the lexical resources they need to succeed academically and professionally. Future research should continue to investigate which specific activity types, delivered in which sequences and contexts, produce the most durable gains for learners at different proficiency levels.

References

Craik, F. I. M., & Lockhart, R. S. (1972). Levels of processing: A framework for memory research. Journal of Verbal Learning and Verbal Behavior, 11(6), 671–684.

Deesri, A. (2002). Games in the ESL and EFL class. The Internet TESL Journal, 8(9).

Elley, W. B. (1991). Acquiring literacy in a second language: The effect of book-based programs. Language Learning, 41(3), 375–411.

Ellis, R. (2003). Task-based language learning and teaching. Oxford University Press.

Horst, M., Cobb, T., & Meara, P. (1998). Beyond a clockwork orange: Acquiring second language vocabulary through reading. Reading in a Foreign Language, 11(2), 207–223.

Joe, A. (1998). What effects do text-based tasks promoting generation have on incidental vocabulary acquisition? Applied Linguistics, 19(3), 357–377.

Krashen, S. D. (1985). The input hypothesis: Issues and implications. Longman.

Mayer, R. E. (2009). Multimedia learning (2nd ed.). Cambridge University Press.

Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge University Press.

Nation, I. S. P., & Newton, J. (1997). Teaching vocabulary. In J. Coady & T. Huckin (Eds.), Second language vocabulary acquisition (pp. 238–254). Cambridge University Press.

Nunan, D. (2004). Task-based language teaching. Cambridge University Press.

Schmidt, R. (1990). The role of consciousness in second language learning. Applied Linguistics, 11(2), 129–158.

Schmitt, N. (2010). Researching vocabulary: A vocabulary research manual. Palgrave Macmillan.

Sung, Y.-T., Chang, K.-E., & Liu, T.-C. (2016). The effects of integrating mobile devices with teaching and learning on students’ learning performance: A meta-analysis and research synthesis. Computers & Education, 94, 252–275.

Swain, M. (1995). Three functions of output in second language learning. In G. Cook & B. Seidlhofer (Eds.), Principle and practice in applied linguistics (pp. 125–144). Oxford University Press.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.

Kokand State University, Faculty of Primary and Technological Education,

Primary Education, group 03/25 student Qurbana Mubinakhon Umidjon qizi

METHODOLOGY FOR DEVELOPING NATIONAL VALUES IN STUDENTS BASED ON FAMILY AND SCHOOL COOPERATION

Mubina Kurbanova Student of Kokand State University

Scientific supervisor: Normatova Madinakhan

Abstract. This scientific article explores the theoretical and practical aspects of developing national values in students based on the cooperation between family and school. The study analyzes the essence of national values, their role in the upbringing of the younger generation, and the importance of effective collaboration between families and educational institutions. Additionally, effective pedagogical methods and practical recommendations for fostering national values in students are proposed.

Keywords: national values, family, school, cooperation, education, student, pedagogical methods, spiritual development.

INTRODUCTION

 In today’s conditions of accelerating globalization processes, educating the younger generation in the spirit of national values is becoming one of the urgent issues. In particular, modern information flows, the interaction of different cultures and changes in the social environment directly affect the spiritual world of students. Therefore, a systematic, coherent and scientifically based approach is necessary in the formation of national values in students, in which the cooperation of the family and school is an important factor. The family is the most important social institution of society, in which the initial worldview, moral norms and values of a person are formed. It is in the family that a child receives his first education, and this process creates a solid foundation for his future life.

At the same time, the school is an important educational institution that systematically continues and develops this process. Therefore, the cooperation of the family and school is an important condition for the effective formation of national values in students. Nowadays, the education system pays special attention not only to imparting knowledge, but also to the upbringing of a well-rounded personality. In this regard, national values are an important social phenomenon formed on the basis of the historical experience, customs, traditions, spiritual heritage and culture of the people, which play an important role in educating the younger generation in the spirit of patriotism, humanity and spiritual maturity. However, practice shows that in some cases, due to insufficient cooperation between the family and the school, the process of forming national values in students does not give the expected results. This creates the need to develop effective pedagogical methods in this area, improve cooperation mechanisms and put them into practice.

LITERATURE ANALYSIS 

The issue of forming national values in students has been studied by many scientists, and the importance of family and school cooperation in this area is emphasized. In particular, I.A. Karimov, in his work “High spirituality is an invincible force”, emphasizes that spiritual education is an important factor in the development of society, noting the need for close cooperation between the family and educational institutions in educating the younger generation in the spirit of national values. According to the author, the process of forming a spiritually mature person is continuous, it begins in the family and is improved through the education system [1].

Also, M. Tokhtakhodjaeva, in her work “Social foundations of education”, considers the process of education in close connection with the social environment. According to her, the family, as the primary educational environment, forms the value system of the individual, and the school develops this process on a scientific and pedagogical basis. The author emphasizes that by strengthening cooperation between the family and the school, national values can be more effectively instilled in students [2]. In the work “Theory of Pedagogy” by pedagogical scientists Sh. Kurbonov and Q. Abdurakhmonov, the issues of systematization and continuity of the educational process are widely covered. In their research, they substantiate that the school alone is not enough to form moral and spiritual qualities in students, but that activities carried out in cooperation with the family lead to high efficiency. In their opinion, the principle of cooperation occupies one of the main places in the pedagogical process [3]. A. Kholikov, in his work “Pedagogical Skills”, analyzes the professional competence of the teacher and his place in educational activities. The author emphasizes that the teacher is not only a provider of knowledge, but also a leading figure who forms national values in students. At the same time, he notes the need for teachers to establish effective communication and cooperation with parents [4]

One of the foreign researchers, J. Epstein, in his scientific works on family and school cooperation (in particular, in the concept of “School, Family, and Community Partnerships”) substantiates that increasing parental participation in the educational process has a positive effect not only on the academic, but also on the social and spiritual development of students. His model shows several levels of cooperation between family and school, through which it is proven that different value systems can be formed in students [5]. 

The analysis of the above scientific sources shows that family and school cooperation is an important pedagogical factor in the formation of national values in students. However, in order to effectively organize this process, it is necessary to develop modern pedagogical methods and approaches and put them into practice.

RESEARCH METHODOLOGY

 This article used a systematic and comprehensive approach to studying the process of forming national values in students. The research process used pedagogical observation, comparative analysis, and questionnaire-survey methods. In order to determine the effectiveness of family and school cooperation, practical experiments and analytical generalization methods were used. Also, qualitative and quantitative analysis methods were used in combination to evaluate the results obtained.

ANALYSIS AND RESULTS

Within the framework of this article, experimental work was conducted to determine the level of formation of national values in students based on family and school cooperation. Students of grades 7-9 of general secondary schools, their parents, and teachers participated in the study. During the analysis, students’ knowledge, attitude, and practical behavior regarding national values were studied. At the initial stage, it was found that students’ concepts of national values were not sufficiently systematized, and in most of them these concepts were formed only at the theoretical level.

This situation is explained by the weak cooperation between the family and the school, the lack of continuity of educational work. As noted in the studies of the pedagogical scientist Sh. Kurbonov and K. Abdurakhmonov, if the educational process is not systematic and continuous, it will be difficult to achieve the expected result. After that, a special methodological program was developed within the framework of experimental work to strengthen family and school cooperation. Within the framework of this program, roundtable discussions with parents, spiritual and educational events, cooperation projects based on the “family-school-student” triad were organized. Also, interactive methods, problem situations and real-life examples were widely used to form students’ attitudes towards national values. In this regard, the model of family and school cooperation put forward by J. Epstein is scientifically proven to give effective results [2].

The results of the research are reflected in the table below:

Indicators

Before experience (%)

After experience (%)

High level

           18

          42

Medium level

           46

         44

Low level

           36

         14

As can be seen from the table, as a result of the experimental work, the level of formation of national values in students has significantly increased. In particular, the high-level indicator has increased from 18 percent to 42 percent, while the low-level indicator has decreased from 36 percent to 14 percent. This indicates the effectiveness of the pedagogical process organized on the basis of family and school cooperation. These results once again confirm the scientific views put forward by M. Tokhtakhodjaeva that “education is inextricably linked with the social environment”. That is, the joint influence of the environment – family and school – is of decisive importance in the formation of a student’s value system [3]. Also, during the study, it was found that regular cooperation between teachers and parents, taking their opinions into account when planning educational work, leads to positive results for students. According to A. Kholikov, as the organizer of the pedagogical process, the teacher must establish effective cooperation not only with students, but also with parents [4]. In general, the conducted analyses show that the educational process organized on the basis of cooperation between family and school is highly effective in forming national values in students. This approach serves to develop not only the level of knowledge of students, but also their spiritual and moral qualities.

CONCLUSION

 In conclusion, the process of forming national values in students requires continuous, systematic and goal-oriented pedagogical activity. In this process, family and school cooperation is a decisive factor, and their harmonious and consistent activity serves to form stable spiritual and moral qualities in the student. The results of the research showed that a methodological approach based on family and school cooperation develops a conscious attitude towards national values in students, increases their social activity and significantly increases the level of spiritual maturity. In particular, effective communication between parents and teachers, joint planning and implementation of educational work are of great importance in achieving high results. It was also found that the use of modern pedagogical technologies, interactive methods and forms of education based on life approaches is important in instilling national values in students. This allows further improving the educational process and increasing its effectiveness. In general, the educational process organized on the basis of family and school cooperation serves as an effective mechanism for the formation of national values in students and is of significant scientific and practical importance in raising a well-rounded, spiritually mature, and socially active individual.

LIST OF REFERENCES 

1.Karimov Islam Abduganievich. High spirituality is an invincible force. – Tashkent: “Ma’naviyat” publishing house, 2008. – 176 pages. 2.Tokhtakhodjaeva Mavluda. Social foundations of education. – Tashkent: “O’qituvati” publishing house, 2010. – 256 pages. 

3.Kurbonov Shavkat, Abdurahmonov Kadirjon. Theory of pedagogy. – Tashkent: “Fan and technology” publishing house, 2014. – 320 pages. 4.Kholikov Abdugani. Pedagogical skills. – Tashkent: “Iqtisod-Finance” publishing house, 2012. – 240 pages. 

5.Epstein Joyce L. School, Family, and Community Partnerships. – Boulder: Westview Press, 2001. – 400 pages.

Since the beginning of time, men have always sought for power, an ability to make other men do things with or without their will power. To induce submission and perhaps loyalty, to bend others to their will. Kings and emperors in ancient times lived in power, a dynasty of strong people. This power was the very fuel that ignited their dominance. The strong preyed on the weak, who wouldn’t wish to be the former. The struggle for power has pushed men into condemnation, its pursuit has been characterized with murder, lies, cowardice and deception. Power has been the line that divides the society, the origin of class and hierarchy. Whoever possessed power was feared or respected and in rare cases, they had both.

It is important to pinpoint a fact, from whatever any angle your view emanates from, all would agree that all fingers are not the same, some are short while others are long. This is the same with humans and humanity as a whole. Some possessed or were blessed more than others. Some were born with a deformity, however humanity has put us all in the same world and has interconnected us with a fabric of similarities so that no matter how powerful or strong you are, at the tail end you were human liable to death, sickness, thirst and starvation.

Power is said to be like alcohol, or a drug of some sort so that it changes people. Men who have been used to power react differently as opposed to men who were recently introduced to power. Like a slave who became king, and a king who came from a long line of kings (dynasty), there is always a visible difference. Naturally, all men are greedy, power is the blood that runs through the veins of this greediness. A man who was just introduced into power tends to be, for a lack of a better word mad or drunk. He tends to show qualities and behaviors that even he himself did not know he had inside him. An illustration would suffice, therefore picture this scenario.

In a company or a household, MR A used to be gatekeeper, while MR B was the owner of the estate, MR B displayed pride, bending MR A to his will with a confident minded willpower that MR A would not be able to do otherwise even if he wanted to. MR A possessed a sort of wittiness and envied MR B for the power he possessed, all of a sudden, either by the work of providence or metaphysics, MR A becomes the new estate owner, another side of his personality would be born, he has acquired the silk from India. For the first few weeks, MR A would display cockiness at an extreme capacity while exhibiting his newfound power.

The principle of Dominance
Dominance has been in existence along with humanity since Cain killed Abel, stronger cities conquered weaker ones and annexed them while enforcing taxes and coercing their women and children into slavery. Anyone who toples or conquers a strong principality replaced it. Men ignorantly sought power, without a proper understanding of how dominance works. It is one thing to be powerful and it is another thing to remain in power so that if you kill Goliath, you become the new Goliath. You need to understand this principle if you want to understand how power and dominance works.

I am from a country called Nigeria, during my National youth service at the Keffi orientation camp Nasarawa state, i understood how shallow men can be while searching for power, like a slave that became king, they lacked a knowledge of the principle of dominance. My experience there showed me one thing, men are shallow, myopic and stupid if i was to add. The quest to dominate one another pushed them into a stupendous cycle that projected their ignorance at the highest height. The principle of dominance is the territory no one shows you on your quest for power.

Conclusion
Power and dominance goes hand in hand, like the two sides of a coin, one can not exist without the other. Dominance is the after product or the result of expressing or exhibiting power, not just an expression but a successful expression of power. One must possesse the ability to be champion and to stay the champion.