FROM CHALKBOARD TO SCREEN: COMPARING DIGITAL AND CONVENTIONAL LEARNING

KAMOLOVA MASHHURA DILMUROD QIZI

1st year student of the Faculty of English Philology of the Uzbekistan State World Languages University

Abstract   As a result of technological development, learners can have access to the education not only by face-to-face interaction with teachers, but also through e-learning. This study aims to compare the effectiveness, advantages and limitations of traditional classroom education and online learning. The research highlights key differences between digital educational approach and conventional learning methods in accessibility, flexibility, interaction and academic outcome.    

Key words: conventional education, traditional classroom learning, virtual learning, digital educational approach, learning effectiveness, student engagement, academic performance, learning outcomes.

Annotatsiya    Texnologik rivojlanish natijasida o‘quvchilar ta’lim olish imkoniyatiga nafaqat o‘qituvchilar bilan yuzma-yuz muloqot orqali, balki elektron o‘qitish (e-learning) vositasida ham ega bo‘ldilar. Ushbu tadqiqot an’anaviy sinfda o‘qitish va onlayn ta’limning samaradorligi, afzalliklari hamda cheklovlarini taqqoslashga qaratilgan. Tadqiqot raqamli ta’lim yondashuvi va an’anaviy o‘qitish usullari o‘rtasidagi asosiy farqlarni — ta’limning mavjudligi, moslashuvchanlik, o‘zaro aloqadorlik va o‘quv natijalari nuqtayi nazaridan — yoritib beradi.    

Kalit so‘zlar: an’anaviy ta’lim, sinfda o‘qitish, virtual o‘qitish, raqamli ta’lim yondashuvi, ta’lim samaradorligi, talaba faolligi, akademik ko‘rsatkichlar, o‘quv natijalariАннотация   В результате технологического развития учащиеся получили возможность получать образование не только через личное взаимодействие с преподавателями, но и посредством электронного обучения (e-learning). Данное исследование направлено на сравнение эффективности, преимуществ и ограничений традиционного обучения в классе и онлайн-образования. В работе подчеркиваются ключевые различия между цифровым образовательным подходом и традиционными методами обучения в аспектах доступности, гибкости, взаимодействия и академических результатов.     

Ключевые слова: традиционное образование, обучение в классе, виртуальное обучение, цифровой образовательный подход, эффективность обучения, вовлеченность студентов, академическая успеваемость, результаты обученияIntroduction     Education has undergone significant changes in recent years, driven by advancements on technology and the increasing availability of digital tools. traditional classroom education has been the cornerstone of formal learning for centuries, however, e-learning which includes online courses, virtual classes and digital platforms, is becoming prevalent. Since learners can access to diverse resources and able to learn independently in flexible schedule due to the unique benefits provided by e-learning.

Despite its advantages, there are some concerns, remained regarding student motivation, class engagement and the quality of academic education in online environment. Therefore, by investigating advantages and downsides of these two learning methods, the study informs educators and learners for optimal learning strategies in the 21st century.

The transformation in the education system

Over the years, educational education has experienced remarkable change from traditional classroom learning which relies heavily on chalkboards, physical classrooms and face-to face interaction to computer-based instruction that contains online platforms, courses and virtual communication tools. Students are no longer passive recipients of information when the new form of learning, e-learning, that uses technology for teaching and learning is introduced as a result of the digital revolution. Especially, during the pandemic, online learning has made it possible for students to continue their education. For example, in Pakistan the popularity of online teaching increased during the COVID-19 pandemic.(1) In this case, online platforms such as Zoom, Google classroom, Moodle have played crucial role to gain knowledge.

Even when the questionnaire went on to show the importance of the Moodle system as an e-learning platform, students mentioned that the Moodle Learning Management System (LMS) helped them to improve their study skills(2) However, while e-learning offers a number of advantages, some concerns about discipline, learning quality and unequal access to technology is still remaining.

Changing roles of teachers and students

In the traditional classrooms, teachers play the main role as authority figures. Learning atmosphere is shaped by their experiences and direction, human interaction, instant feedback and face-to face communication. Students, in turn, are supposed to attend the class in person, follow the instructions given by educators. In virtual environment, on the other hand, teacher`s role loses its significance, becomes more of a mentor. Learners, meanwhile, become more independent, active participants and tend to do self-study-searching new information, guide themselves in navigating online resources, taking part in online forums, and most importantly, learn self-organization and time management. Therefore, today, most educators support blended learning which combines classroom experiences with online tools.

Accessibility and learning opportunities 

One of the strongest benefits of e-learning is its flexibility. Learners can access courses from anywhere in the world as long as they have an internet connection. This opens doors for people who live in remote areas or cannot attend regular schools because of work or financial problems. In this case, distance learning can be seen as the obvious solution for remote learners. Regardless of geographical distance, any access difficulties can be overcame by the help of online media.

(3) Since, online platforms can offer a wide variety of subjects and global collaboration among students. Information can be updated easily, making learning materials more current and diverse. In one of the studies, 61% of students responded that cyber learning allows easy access to content.

(4)However, these conveniences are not equally available to everyone. Students in rural or economically challenged regions may face difficulties related to poor internet service or lack of digital devices. The lack of IT related knowledge when online classes are conducted is the greatest difficulty which faced by a number of students.

(5) For that reason, the digital divide remains a major issue that limits the effectiveness of online learning. Additionally, one of the studies showed that  some did not prefer online education due to the lack of concentration and non-verbal communication.(6) Traditional education, though limited by location, offers equal classroom conditions once students are present. In that sense, traditional schools still play an important role in ensuring social equality in education.

Conclusion

Both systems have advantageous sides: in-person education provides direct interaction, emotional connection and social development, while digital educational approach offers several opportunities such as flexibility, personalized instruction and easy access to the education. That is why, it is not about choosing the better system for improving academic performance, but the goal should be combining their strengths to achieve academic success. Because the combination of both formats is important in increasing the effectiveness of education.(7)

References: Sumia Fatima, Tayyaba Idrees, Sidra Hamid, Muhammad Umar. A Comparative Study of Online and Traditional (Face-to-Face) Learning. Journal of Rawalpindi Medical Collage(JRMS); 2022. https://doi.org/10.37939/jrmc.v26i4.1710

K.D.V. Prasad, Shyamsunder Chitta, Hariprasad Soni. A comparative analysis of traditional and electronic learning systems and their applications in new education system. Multidisciplinary Science Journal. 2023. DOI:10.31843/multiscience.2023060

Commentary:  Many  Students  in  Developing  Countries Cannot  Access  Education Remotely  |  The University  of  Chicago Harris  School  of  Public  Policy.  Available  from: https://harris.uchicago.edu/news-events/news/commentary-many-students-developing-countries-cannot-access-education-remotelySumia Fatima, Tayyaba Idrees, Sidra Hamid, Muhammad Umar. A Comparative Study of Online and Traditional (Face-to-Face) Learning. Journal of Rawalpindi Medical Collage(JRMS); 2022. https://doi.org/10.37939/jrmc.v26i4.1710

Farooq  F,  Rathore  FA,  Mansoor  SN.  Challenges  of  online medical education in Pakistan during COVID-19 pandemic. J Coll Physicians  Surg  Pakistan.  2020;30(1):S67–9.    Available  from: https://doi.org/10.29271/jcpsp.2020.supp1.s67Mukhtar  K,  Javed  K,  Arooj  M,  Sethi  A.  Advantages, limitations  and  recommendations  for  online  learning  during covid-19 pandemic era. Pakistan J  Med  Sci.  2020;36(COVID19-S4):S27–31.    Available  from: https://doi.org/10.12669/pjms.36.COVID19-S4.2785Sharipova Makhmuda Zoitovna. (2024).

EFFECTIVENESS OF ONLINE LEARNING: A COMPARATIVE ANALYSIS OF TRADITIONAL AND DISTANCE LEARNING. American Journal of Philological Sciences, 4(11), 106–110. https://doi.org/10.37547/ajps/Volume04Issue11-19

I was born on April 8, 2007, in Bukhara, Uzbekistan. I am currently a first-year student at the Faculty of English Philology of the Uzbekistan State World Languages University. Since my early school years, I have been deeply passionate about languages, literature, and communication.

I have always believed that language is a bridge connecting people and cultures. This belief inspired me to study English philology and dedicate myself to improve my language proficiency. I also enjoy exploring the use of technology in education and learning about innovative teaching methods.

In addition to my academic interests, I am an active participant in volunteer and social projects. I value teamwork, kindness, and personal growth. I believe my creative mindset and enthusiasm make me a promising young specialist in my field.

In my free time, I enjoy drawing, expressing my ideas through art and creative activities. I dream of becoming a professional English teacher who inspires students to learn with curiosity, confidence, and joy.

My life motto is: Dream big, work hard and stay humble.

How to Read a Boring Novel

Since my teenage years, I’ve been addicted to reading books, particularly novels, because they allow me to explore worlds that were previously difficult for me to recognize in my limited reality at the time. I often turned to novels to heal or recover from certain illnesses and ailments that would suddenly overtake me. I remember one time when I was struck by a high fever, which confined me to bed for several days, shivering beneath the covers, eating or drinking nothing but water, with sweat pouring from my face. Then my eyes fell upon a novel stacked atop its counterparts in the corner of my room. I forced myself to walk weakly over to it, held it up, and began reading it while lying on my sickbed. Its title remains etched in my memory to this day: “Spotted Dog Running at the Edge of the Sea ” by Chingiz Aitmatov. As soon as I finished, my fever subsided, and I awoke feeling well, as if it had provided me with the energy of recovery.

However, sometimes I long to get hold of a particular novel, because its author is a famous writer. This writer may have won an important international literary award, or they may have a surprising title, such as “How a Ghost Fetus Forms in a Goose’s Belly.” I think that’s a shocking title, isn’t it?! Perhaps one day I will use it in one of my novels—who knows? Titles like this when my appetite to immerse myself more in reading. But sometimes—I say sometimes, thank God—I fall into the trap of boredom, this heavy thing that tries to creep in and prevent me from continuing my reading pleasure.

The reason for my boredom may lie in the novel’s emptiness and its lack of an amazing opening that can captivate its reader and keep him in his chair until the end, so that he remains throughout the reading searching for the hidden link between it and the events of the novel. An opening like, “After many years, in front of the firing squad, Colonel Aureliano Buendía remembered that distant day when his father took him to introduce him to ice,” or “Suddenly, as if a hurricane had planted its roots in the centre of town, the banana company arrived, pursued by a storm of leaves.” Openings like these made me fall in love with García Márquez’s novels. They are rich, they awaken my curiosity, and therefore they leave no pore for boredom to creep in.

Another reason that opens the door to boredom for me is a slow or overly descriptive beginning. I remember almost choking when I started reading Tolstoy’s The Brothers Karamazov. The author elaborated on the introduction, detailing the family backgrounds and philosophical analyses of the characters, using complex language. This made it seem truly overwhelming, especially for first-time readers—and classic literature lovers will surely hate me.

Another reason that makes reading a novel boring for me is the postponement of the main event, leaving the reader feeling as if the dramatic action is absent or flat from the start. For example, in Thomas Hardy’s The Return Home, the actual events begin about 100 pages into the novel, and this is not something readers can easily tolerate. If we leave aside the many reasons for boredom with reading and try to find a cure for it, then certainly every reader has their own way of doing so.

As for me, the cure I rely on consists of several steps, the first of which is postponing reading, not abandoning it. As soon as I feel that this novel is boring, I put it on the table, whispering to it, “I will meet you tomorrow.” Yes, tomorrow. In my opinion, it is not appropriate to leave a novel you have started reading without completing it for more than two days. So, when the next day arrives and my sacred time comes—I mean, the one designated for reading—I prepare a cup of tea and begin talking to myself, gently encouraging it to complete what I started the day before, saying, “Since I do not believe in the existence of coincidence, then certainly the arrival of this novel to me does not fall within the circle of coincidence. Rather, it wants to tell me something.” If I am unable to convince it of what I have told it, I continue talking to it in a language that carries within it a kind of focused motivation based on imagination, saying, “Perhaps this novel is hiding its secrets from the recipient.” It takes patience to master it.

After a conversation that may last ten to fifteen minutes, I sit on the couch and begin reading. Boring novels force their readers to sit on couches. Otherwise, how can you adjust your posture whenever you want, and how can you relax in any position you wish if you’re not sitting on a couch?

Sitting on a chair doesn’t allow you to do that. And every time I finish a few pages, I insist on continuing reading to reach the lost secret I’ve longed to discover. It’s inconceivable that a novel written in, say, a hundred pages should be devoid of an important sentence. If I reach the middle and don’t find what I’m looking for, I remove the lens of the explorer to continue reading with the eye of a critic. At that point, I ask myself, “Why was this novel written?” Or, “What did its author intend by writing it?” I cannot imagine him waking up one morning and saying to himself, “Today I intend to write a novel that will annoy readers, without any real purpose.”

In this case, the annoyance itself is the purpose or goal behind writing this novel, isn’t it? If this seems to me to be the case, I have no choice but to connect the events of the novel with my imagination, and I try to become one of its heroes. Of course, I will choose to be the main hero, upon whose character development the dramatic escalation of the event is built. I begin to project my own feelings onto his character, and then I will become emotionally attached to the novel, ensuring that I will not stop reading until I discover the ending of my chosen character.

Even if the novel’s ending is superficial, lacking psychological, philosophical, or symbolic depth, or a traditional ending in which the hero marries or dies, or the narrator provides us with a religious or moral sermon, saying, for example, “And so we learned that greed is useless,” or the novel’s ending is a direct report, such as, “Those events were lessons of patience,” then I will have overcome my boredom and continued reading.

Films “Anita”,  “Book of Death”,  “Chrysalis”, “Kamilah the Miracle Filly” Honored with the “Courage for Freedom Film Award”

“Anita”,  “Book of Death”,  “Chrysalis”, “Kamilah the Miracle Filly“ Honored with the Courage for Freedom Film Award

This is the first time in the history of cinema that an award has been given on the subject of “Courage for Freedom,” and it is the first time that a film award has been linked to the values of freedom imbued in heroes for  freedom. 

The “Courage for Freedom Film Award” is linked to the hero of two worlds, Giuseppe Garibaldi, so named because Garibaldi brought independence to countries on both sides of the world: Italy and Rio Grande do Sul (Brazil), but the hero also fought for the cause of independence of Uruguay.

From October 28th to November 4th, with the participation of the Italian Ministry of Foreign Affairs, the founder of this film award, Hon. Francesco Garibaldi Hibbert, a descendant of the hero Garibaldi, was welcomed to the celebration of the 150th anniversary of Italian immigration to the state of Rio Grande do Sul. 

The tour  included  thirteen cities in the Brazilian state, where the film “Anita,” produced by Assisi Suono Sacro and featuring Wardal and music by Andrea Ceccomori, was presented as a world premiere. 

On November 9th “Anita“ received three awards at the Herbst theatre for SF New Concept INT Film Festival : Wardal : USA Excellence for acting a motion picture monologue, Maestro Andrea Ceccomori : best Score, Francesco Garibaldi: Best Concept . 

The film centers on the powerful, poignant lyric “Anita” by Giuseppe Garibaldi, about the agony and death of his wife Anita.

The grand debut of the “Courage for Freedom Film Award,” founded by Francesco Garibaldi, artistic director Wardal, will take place on December 13th in Pompeii , at the Vesuvius Film Festival (Vesuviusfilmfestival.it) directed by architect Giovanna D’Amodio. 

This year, the Vesuvius film festival is dedicated to Federico Fellini, with a photographic exhibition on Fellini curated by Giovanna D’Amodio and Graziano Marraffa, president of the historical archive of Italian cinema.

The “Courage for Freedom film award“ will be assigned, in addition to the film “Anita”, to three major productions such as the soon-to-be-released film “Chrysalis”, a human story of survival, on the life of Sir Daniel Winn, with Daniel Winn, directed by J. Robert Schulz and “Kamilah the Miracle Filly“ by Angela Alioto  about the freedom to live and produced by Moe Rock, founder of the LA Tribune and Emily Letran, its co-founder, the documentary awarded by Pope Francis and the Dalai Lama: “Book of Death” by Jenny Thai on the drama of the refugees in Vietnam.

Invisible Wounds: The Unseen Effects of Antibiotic Overuse on Child Development

Abstract 

Antibiotics revolutionized modern medicine, but their overuse disrupts the fragile ecosystem of gut microbiota, particularly in children.

Discusses mechanisms of dysbiosis, clinical manifestations, and long-term health consequences.

Emphasizes rational prescription, parental education, and post-antibiotic microbiota restoration strategies.

1. Introduction 

Antibiotics as one of the greatest discoveries in medicine.

Current global concern about antibiotic resistance and over-prescription.

Statistics: According to WHO, about 50–60% of antibiotics prescribed for children are unnecessary.

Purpose of study: to analyze the hidden consequences of antibiotic overuse on child development and suggest preventive measures.

 “While antibiotics save lives, their misuse silently steals the natural balance essential for growth.”

2. Physiology and Importance of Gut Microbiota 

Definition and composition: about 100 trillion microorganisms living in the human gut.

Functions: digestion, vitamin synthesis (B12, K), immune maturation, neural development.

The gut-brain axis: how microbiota influence emotions and behavior in children.

Early colonization factors: delivery mode, breastfeeding, environmental exposure.

3. Mechanisms of Dysbiosis Due to Antibiotics 

How antibiotics damage microbiota diversity — killing both pathogenic and beneficial bacteria.

Example: amoxicillin, azithromycin — broad-spectrum drugs that cause major microbiome shifts.

Reduction of Lactobacillus → weakened mucosal immunity.

Overgrowth of Clostridium difficile → antibiotic-associated diarrhea.

Immunological consequences: imbalance between Th1/Th2 immune responses, allergy risk.

4. Clinical and Developmental Consequences 

Gastrointestinal disorders: bloating, chronic constipation, recurrent diarrhea.

Metabolic outcomes: obesity, insulin resistance.

Neurodevelopmental associations: autism spectrum disorder, ADHD, anxiety.

Weakened resistance to infections due to disrupted microbial education.

Graph or table (optional): antibiotic exposure vs microbiota diversity index in children.

5. Prevention and Restoration 

Rational antibiotic use — antimicrobial stewardship in pediatric practice.

Physician–parent communication: education about viral vs bacterial infections.

Role of probiotics (Bifidobacterium longum, Lactobacillus rhamnosus).

Prebiotics (inulin, fructooligosaccharides) — restoring beneficial flora.

Natural support: diet with fruits, vegetables, fermented milk products.

Research-based recommendation: minimum 2–4 weeks of probiotic therapy post-antibiotics.

6. Conclusion 

Antibiotics are powerful tools — but misuse converts medicine into a hidden toxin.

Microbiota protection should be part of every pediatric treatment plan.

Long-term child health depends not only on curing disease, but preserving biological balance.

References 

1. World Health Organization. Antimicrobial resistance: Global report on surveillance. Geneva, 2023.

2. Blaser MJ. Missing Microbes: How the Overuse of Antibiotics Is Fueling Our Modern Plagues. 2014.

3. Arrieta M-C et al. “Early-life antibiotics, gut microbiota disruption, and metabolic outcomes.” Nature Communications, 2021.

4. Tamburini S et al. “The microbiome in early life: implications for health outcomes.” Nature Medicine, 2016.

Baxronova Vasila is a student of the Bukhara State Medical Institute, a member of Argentina’s “Juntos por las Letras” International Writers’ Association, Egypt’s “Iqra” Foundation, and India’s “Art and Culture International Forum”.

Her articles have been published in India’s “Intellectuals of the Third Renaissance” Almanac, the United States’ “Voices of Uzbek Girls” International Anthology, Qatar’s “The Voice of Uzbek Women: Bridging Cultures, Inspiring the World” International Anthology, and Turkey’s “Inspiring Voices of Uzbekistan” International Anthology. She is also a participant in the Republican Scientific-Practical Conference “Conference of Natural and Applied Sciences in Scientific Innovative Research.”

Her scientific articles have been published in India’s Editor KavyaKishor International Journal and Thailand’s Page3NewsThai International Journal. She is the holder of multiple international certificates.

Ecstatic Vibrations, Totally Transcendent 

for the 2mm hole in reality

In stroll gothic lesbian canoe builders 

or something coming to 

rehallow this abandoned church 

with its boarded walls.

they are painted green and their leather is rotting.

we inhale their fresh buzz cut

cuttings and the song is made.

Everyone is breathing harder.

And my bladder. My bladder is aching.

but the song is shifting

to moans wails and cries and

Whale cries wuh wuh wuh. yeah!

of a delighted crowd.

the fruity realtor says to all of us

we’d never know the 90’s.

this incites the panic,

but we are cool! so I tamp the earth

with my questions. hardcore!

thud thud thud.

We will now be like soggy

cardboard! we don’t need   bones now!

the dance is wet and red

so grooving it we slip and slide and groan!

fall and break our limbs

so I scream oh!

oh joy  I am having fun!

being just alike

and how we are having fun. eggs! rotten eggs!

We are dancing zombies

killed at the party

killed at the party

killed at the party

but zombies are fun! So So

    so dance!

THE ROLE OF COGNATES IN LINGUISTICS: COGNATES IN ENGLISH AND UZBEK LANGUAGES

Khasanova Azizabonu

Uzbek State University of World Languages

Email: xasanovaazizakhon06@gmail.com

Abstract

Cognates play a very crucial role in every language’s linguistics. Therefore, when we want to learn some languages or compare ours to other languages we definitely come across them during our learning journey. The concept of cognates can be found in nearly all languages, since languages are interrelated and, in many instances, words are transferred or adapted from one language to another, resulting in the emergence of cognates.

Keywords: Modern information technologies, interactive learning, e-learning, digital transformation, education quality.

If the history of cognate is discussed, etymology dictionaries trace present-day words to the oldest forms available, establish their primary meanings and give the parent form reconstructed by means of the comparative-historical method. In case of borrowings they point out the immediate source of borrowing, its origin, and parallel forms in cognate languages.

1. Cognate awareness One method of building vocabulary among English-language learners whose language share capitalize on students’ first-language knowledge (August et al.2005). Cognates are words in two languages that share a similar spelling, pronunciation, and meaning. Students often can draw on their knowledge of words in their native language to figure out the meanings of cognates in English. Because of their common Latin and Greek roots, as well as the close connections between English and the Romance languages, English and Spanish share a large number of cognate pairs. Not only in Romance or English languages but also in Uzbek we can see some cognates

2. Cognates in English and Uzbek  languages          ENGLISH                UZBEK      EXPLANATION Radio    Radio Same form, same meaning. Taxi     Taxi Similar pronunciation  and meaning. Doctor     Doctor Similar pronunciation and same meaning .Video Video Same pronunciation and same meaning. Virus Virus same form, different pronunciation. Bank Bank Same form, same meaning Hacker Haker Slightly different form, same meaning (loanword from same root) Menu Menyu Different form, same pronunciation and meaning. Mini Mini Same form and meaning. Idea Ideya Different pronunciation, same meaning. Season Sezon Slightly different pronunciation, same meaning Zebra Zebra Same form, same meaning. Cobra Kobra Same form, same meaning. Museum Muzey Different pronunciation, same meaning.

Types of cognates in English language: Actually the main types of cognates are true cognates, near-perfect cognates and false cognates. In true cognates have a identical spelling and similar meaning, but in perfect cognates have slightly different spelling but similar meaning, in false cognates have similar spelling but different meaning. Some classifications also include accidental cognates (which are words that are similar by chance), and partial cognates (which are may share a root not all affixes.

Conclusion To sum up the findings, it is clear that English and Uzbek share many type of cognates that reflect cultural and linguistic exchange. Words such as radio, computer, virus ,taxi demonstrates how global communication and scientific progress have influenced modern vocabulary.

References1.R.S.Ginzburg.A modern course in modern English lexicology.2.Agniezska Otwinowska. Cognate vocabulary in language acquisition and Use. 3. https://semantjournals.org/index.php/AJBP. 4.Cognate in foreign language learning: A cognitive and Linguodidactic perspective  by  Natalia Oberste-Berghaus(2025) 5.uz.wikipedia.uz

Azizabonu Xasanova was born on November 22,2006 in Buloqboshi district, Andijan region. From 2013 to 2024, she studied at School No.43 specialized for English and Mathematics.She has achieved remarkable success in her studies and extracurricular activities. In 2022, she won a competition organized by the Muloqot channel, as a result of which her CEFR exam will be fully funded by the government.As a result, she successfully earned a B2 level certificate with a score of 58 points.

Currently, she is continuing her bachelor’s degree at the Uzbekistan State World Languages of University, majoring in English Philology. She participate in regularly in some projects like University Pride, Kitoblarim Yuzi and others. As a second year student She has successfully transitioned from a self-funded (contract) student to receiving a 50% university grant this year. This achievement not only reflects her academic excellence but also provides her with significant financial support to continue her studies more comfortably.

Azizabonu Xasanova is an enthusiastic student with a deep interest in languages and cultural communication.