With our flag in hand, They stand on platforms. Always being the first, They stand at the front.
Leaders in every field, The youth of Uzbekistan. Among them there are even Excellent young readers.
Whatever profession they have, It does not matter at all. If our goal is one, There is no obstacle on our path.
Across Central Asia, Their fame will spread. The youth of Uzbekistan —
The great power of the nation.
I, Khamidova Shahzoda Kholbozor qizi, was born on December 8, 2004, in Yakkabog‘ district of Qashqadaryo region.
From 2012 to 2023, I studied at School No. 58 in Yakkabog‘ district. During my school years, due to my interest in my native language and literature, I began writing poems on various topics. In 2023, I graduated from school with a certificate of distinction, and since 2025, I have been studying as a first-year student at the Faculty of Philology and Foreign Languages of Turon University in Qarshi city. Currently, my first articles and poems have started to be published in the district newspaper. In particular, I became a winner in the “Poetry” category at the “Ijod yulduzi” competition organized for “Oltin qanot” volunteers. I also participated live as one of the educated and talented girls of Qashqadaryo in the “Fayzli kun” morning program on Qashqadaryo television and on “Oltin voha” TV and radio. My story titled “Saroblarga aldangan ko‘zlar” was published in the newspaper “Xalq manfaati” of Qashqadaryo.
ARTIFICIAL INTELLIGENCE AND THE HUMAN BRAIN: SIMILARITIES AND DIFFERENCES
Introduction
In today’s rapidly developing technological era, artificial intelligence (AI) is becoming an integral part of human life. In particular, the similarities and differences between artificial intelligence and the human brain have attracted the attention of many scientists and researchers. This article provides detailed information about how artificial intelligence and the human brain work, as well as their similarities and differences.
Understanding Artificial Intelligence
Artificial intelligence is the ability of computer systems to perform tasks that are similar to human intellectual activities. These include learning, problem-solving, understanding speech, and decision-making.
Artificial intelligence mainly operates using algorithms and large amounts of data. It continuously learns and improves its performance over time.
Understanding the Human Brain
The human brain is a highly complex biological system that controls processes such as thinking, feeling, memory, and decision-making. It consists of billions of neurons that are interconnected and exchange information.
The brain not only processes information but also has the ability to generate new ideas, manage emotions, and be creative.
Similarities
There are several similarities between artificial intelligence and the human brain: 1. Ability to Learn Both can learn through experience. The human brain learns throughout life, while artificial intelligence improves itself through data. 2. Information Processing Both analyze incoming information and produce results. 3. Decision-Making Both humans and artificial intelligence make decisions based on available data. 4. Network Structure The human brain consists of neural networks, while artificial intelligence uses artificial neural networks.
Differences
However, there are also important differences between them: 1. Natural vs Artificial The human brain is biological, while artificial intelligence is a man-made system. 2. Creativity Humans can create new ideas, whereas artificial intelligence relies on existing data. 3. Emotions Humans have emotions, while artificial intelligence does not. 4. Adaptability Humans can quickly adapt to different situations, while artificial intelligence operates within its trained scope. 5. Energy Efficiency The human brain uses very little energy, whereas artificial intelligence requires significantly more energy.
Conclusion
Although there are many similarities between artificial intelligence and the human brain, they are fundamentally different. The human brain is more complex, adaptable, and rich in emotions. Artificial intelligence, on the other hand, excels in fast computation and processing large volumes of data.In the future, artificial intelligence will continue to develop and play an important role in making human life easier. However, it can never fully replace the human brain.
I am Satimboyeva Risolat Ilhomboy qizi. I was born on 16 February 2007 in Hazorasp district of Khorezm region. I am currently a first-year student at the Tashkent International University of Financial Management and Technologies in Tashkent city. I studied at School No. 12 in Hazorasp district of Khorezm region and participated in numerous academic olympiads, winning honorable 1st and 2nd places.
I hold several international certificates in Russian and Turkish languages. I have also worked as a tutor, teaching students Russian, and I can speak both Russian and Turkish fluently. During my school years, I actively took part in reading competitions and was repeatedly awarded certificates in the “Best Reader” and “ exemplary student” nominations.
I participated in intellectual competitions such as “Zakovat,” advancing to the regional level. My photos were displayed at school as one of the most exemplary young readers and role-model students. I am the holder of many certificates and also frequently participates in literary anthologies. In my free time, I write poems and continue doing so; one of my books has already been published.
Reaching this level at the age of 18 is largely due to the support of my parents and grandmother, whose encouragement has played a significant role in my achievements.
CHALLENGES IN TEACHING WRITING SKILLS TO EFL LEARNERS.
Axmatova Maxliyo Ag‘zam qizi
Chirchik state pedagogical university
a student of Tourism faculty
Foreign language and literature, a 2ndyear student
ABSTRACT: This article explores the major challenges in teaching writing skills to EFL (English as a Foreign Language) learners. Writing is considered one of the most complex language skills, as it requires the integration of grammar, vocabulary, organization, and critical thinking. Many EFL learners face difficulties due to limited language exposure, insufficient vocabulary, and lack of regular practice. In addition, psychological factors such as fear of making mistakes and low confidence further hinder their writing development. The study also highlights the impact of traditional teaching methods, which often emphasize theoretical knowledge over practical application. Based on these challenges, the article suggests that effective teaching strategies, including interactive activities, continuous feedback, and supportive learning environments, are essential for improving students’ writing skills. The findings emphasize the importance of a learner-centered approach in overcoming writing difficulties and enhancing overall language proficiency.
АННОТАТЦИЯ: Данная статья рассматривает основные трудности в обучении письменной речи учащихся, изучающих английский язык как иностранный (EFL). Письмо считается одним из самых сложных языковых навыков, поскольку требует интеграции грамматики, словарного запаса, логической организации и критического мышления. Многие учащиеся сталкиваются с трудностями из-за ограниченного языкового окружения, недостаточного словарного запаса и отсутствия регулярной практики. Кроме того, психологические факторы, такие как страх допустить ошибку и низкая уверенность в себе, также препятствуют развитию письменной речи. В статье также подчеркивается влияние традиционных методов обучения, которые часто делают акцент на теоретических знаниях, а не на практическом применении. На основе выявленных проблем предлагается использовать эффективные педагогические стратегии, включая интерактивные задания, постоянную обратную связь и создание поддерживающей образовательной среды. Результаты исследования подчеркивают важность ориентированного на учащегося подхода для преодоления трудностей и развития письменных навыков.
КЛЮЧЕВЫЕ СЛОВА: учащиеся EFL, письменная речь, изучение языка, трудности обучения, словарный запас, грамматика, обратная связь, методы преподавания, мотивация студентов, развитие письменных навыков.
ANNOTATSIYA: Ushbu maqolada ingliz tilini chet tili sifatida o‘rganuvchi (EFL) o‘quvchilarda yozma nutq ko‘nikmalarini o‘rgatish jarayonidagi asosiy muammolar tahlil qilinadi. Yozish eng murakkab til ko‘nikmalaridan biri bo‘lib, u grammatika, lug‘at boyligi, fikrni mantiqiy tashkil etish va tanqidiy fikrlashni o‘z ichiga oladi. Ko‘plab o‘quvchilar cheklangan til muhiti, yetarli lug‘at zaxirasining yo‘qligi hamda muntazam mashq yetishmasligi sababli qiyinchiliklarga duch keladilar. Bundan tashqari, xato qilishdan qo‘rqish va o‘ziga ishonchsizlik kabi psixologik omillar ham yozish ko‘nikmalarining rivojlanishiga salbiy ta’sir ko‘rsatadi. Maqolada an’anaviy o‘qitish usullarining kamchiliklari ham yoritilib, ular ko‘proq nazariy bilimlarga urg‘u berishi ta’kidlanadi. Tadqiqot natijalariga ko‘ra, interaktiv metodlar, doimiy fikr-mulohaza (feedback) va qo‘llab-quvvatlovchi o‘quv muhiti orqali yozish ko‘nikmalarini samarali rivojlantirish mumkin. Shuningdek, o‘quvchiga yo‘naltirilgan yondashuvning ahamiyati alohida ta’kidlanadi.
KALIT SO’ZLAR: EFL o‘quvchilari, yozish ko‘nikmalari, til o‘rganish, o‘qitish muammolari, lug‘at boyligi, grammatika, fikr-mulohaza, o‘qitish metodlari, o‘quvchi motivatsiyasi, yozish rivoji.
INTRODUCTION: In today’s globalized world, writing has become an essential skill for learners of English as a Foreign Language (EFL). It plays a crucial role in academic success, professional communication, and personal expression. However, teaching writing to EFL learners remains a challenging task for many educators. Writing is not only about using correct grammar and vocabulary, but also about organizing ideas logically and expressing them clearly. As Stephen Krashen emphasizes, language acquisition depends largely on meaningful exposure, which many EFL learners lack in non-English speaking environments. One of the main difficulties is that learners often have limited opportunities to practice writing outside the classroom. This results in low confidence and slow development of writing skills. Moreover, students frequently struggle with generating ideas and structuring their texts effectively. According to Jeremy Harmer, regular practice and constructive feedback are key factors in improving writing proficiency. In addition, psychological barriers such as fear of making mistakes can negatively affect students’ motivation and willingness to write. Understanding these challenges is essential for developing effective teaching strategies that support learners in overcoming difficulties and improving their writing skills.
One of the most significant challenges in teaching writing skills to EFL learners is their limited vocabulary and insufficient understanding of grammar rules. Many students face difficulties when they try to express their thoughts in English because they do not know the exact words or appropriate grammatical structures. As a result, their writing often becomes simple, repetitive, and less meaningful. This problem also affects their confidence, making them hesitate to participate in writing tasks. In many cases, learners know the idea they want to express in their native language but cannot transfer it effectively into English. This gap between thought and expression creates frustration and slows down their progress. According to Jeremy Harmer, vocabulary enrichment and grammar accuracy are essential components of writing development, and they require continuous practice, exposure, and feedback from teachers[1]. Without a strong linguistic foundation, students cannot develop advanced writing skills such as argumentation, coherence, and creativity. Another major issue in developing writing skills among EFL learners is the lack of regular practice and limited exposure to the English language. In many educational contexts, students only use English during classroom activities, which is not enough to develop fluency in writing. Writing is a productive skill that improves only through consistent practice, but many learners do not have opportunities to write outside school. This lack of exposure leads to slow progress, weak idea generation, and poor organization of thoughts. Students often struggle to start writing because they are not familiar with academic structures or common writing patterns in English. As Stephen Krashen explains, language acquisition becomes more effective when learners are exposed to meaningful and understandable input in a low-anxiety environment[2]. Therefore, without sufficient exposure and practice, students cannot fully develop their writing potential. Teachers need to encourage more writing tasks, journals, and interactive activities to improve learners’ skills.
To overcome the challenges in teaching writing skills to EFL learners, several effective solutions and pedagogical recommendations can be implemented. First of all, teachers should adopt a student-centered approach in the classroom. This approach shifts the focus from teacher dominance to active student participation. When learners are given more opportunities to express their ideas, discuss topics, and engage in writing activities, their confidence and motivation gradually increase. Writing should not be treated as a purely mechanical task, but rather as a meaningful process of communication and self-expression. Another important solution is the use of regular writing practice. Students should be encouraged to write daily or weekly through journals, essays, short paragraphs, or creative tasks. Continuous practice helps learners improve vocabulary usage, grammar accuracy, and idea organization. In addition, writing tasks should be designed from simple to complex levels so that students can gradually build their skills without feeling overwhelmed. Providing constructive feedback is also essential. Feedback should not only focus on correcting errors but also guide students on how to improve their writing. Teachers should highlight strengths as well as weaknesses and give clear explanations. According to H. Douglas Brown, effective feedback plays a crucial role in language learning because it helps learners understand their mistakes and develop self-correction skills[3]. Without proper feedback, students may repeat the same errors and lose motivation.
Furthermore, interactive teaching methods such as peer review, group writing, and collaborative tasks should be implemented. These methods allow students to learn from each other, share ideas, and improve their writing through cooperation. As Jeremy Harmer emphasizes, writing is a process that involves planning, drafting, revising, and editing, and students need support at every stage of this process[4]. Another effective recommendation is the integration of technology in writing instruction. Digital tools such as blogs, online writing platforms, and grammar-checking applications can make writing more engaging and accessible. Technology also provides learners with instant feedback and opportunities for real-world communication. Improving writing skills among EFL learners requires a combination of interactive methods, continuous practice, supportive feedback, and modern teaching tools. When these strategies are applied effectively, students can overcome their difficulties and develop strong, confident writing abilities.
CONCLUSION: Teaching writing skills to EFL learners is a complex process that involves several linguistic, psychological, and pedagogical challenges. Students often face difficulties such as limited vocabulary, insufficient grammar knowledge, lack of practice, fear of making mistakes, and ineffective teaching methods. These factors negatively affect their ability to express ideas clearly and confidently in written form. As a result, writing is often considered one of the most difficult language skills to master in an EFL context. However, these challenges are not impossible to overcome. With the implementation of modern, student-centered teaching approaches, learners can significantly improve their writing abilities. Regular practice, meaningful writing tasks, and supportive classroom environments play a crucial role in developing students’ confidence and competence. In addition, constructive feedback helps learners identify their mistakes and gradually improve their performance. As highlighted by Jeremy Harmer, writing should be viewed as a process that includes planning, drafting, revising, and editing, rather than just producing a final product[5]. When teachers guide students through each stage of this process, learners become more independent and effective writers. Therefore, improving writing instruction in EFL contexts requires continuous effort from both teachers and students. By combining effective strategies, motivation, and practice, learners can overcome their difficulties and achieve higher levels of writing proficiency.
REFERENCES:
1. Brown, H. D. (2000). Principles of Language Learning and Teaching. Longman.
2. Harmer, J. (2004). How to Teach Writing. Pearson Education.
3. Krashen, S. (1982). Principles and Practice in Second Language Acquisition. Pergamon Press.
4. Vygotsky, L. S. (1978). Mind in Society. Harvard University Press.
5. Hyland, K. (2003). Second Language Writing. Cambridge University Press.
6. Karimov, A. (2018). Ingliz tilini o‘qitish metodikasi. Toshkent: O‘qituvchi nashriyoti, pp. 45–62.
7. Yusupova, D. (2020). Til o‘qitishda zamonaviy yondashuvlar. Toshkent: Fan va texnologiya, pp. 33–55.
8. Rasulov, B. (2017). Pedagogika va o‘qitish metodlari. Toshkent: Noshir, pp. 78–95.
9. Mahmudov, S. (2019). Ingliz tili o‘qitish nazariyasi va amaliyoti. Samarqand: Zarafshon, pp. 101–120.
10. Ochilov, N. (2021). Ta’lim jarayonida innovatsion texnologiyalar. Toshkent: Innovatsiya, pp. 60–84.
Perching on the dried out somewhat fragile branch,
I am attired in plain brown grandeur atop my rusty brown pants, veiling my pallid bottom.
In an accustomed migratory demeanor with the best decorum of an itinerant lover,
I render a tuneful, lyrical and sweet sounding ode, sung in mellifluous high and low pitches to nothing more than her utmost delight.
Innately endowed with the soprano, alto, tenor and bass choral tunes,
I whistle with trilling and gurgling notes.
Notes that romantically convey my nocturnal intents and proposals.
Mellifluent notes that take her even much deeper into an alluring estrous cycle.
Joseph C Ogbonna is a widely published poet. Some of his works have been published by Spillwords Press, Waxpoetry magazine, Written Tales magazine, North of Oxford, Doublespeak, Synchronized Chaos, PoetryXhunger, SoulfulValley, the International human rights arts movement, Empower Magazine, India, Poetrysoup and more than a dozen anthologies. He was a columnist for a magazine in India. He is also the winner of three poetry contests.
His poems, ‘Napoleon to Josephine and Josephine to Napoleon,’ were both aired by the BBC Radio 3 to mark the bicentenary of the death of Napoleon Bonaparte. He lives in Enugu, Nigeria.
reaching toward a sky that has forgotten the toxic haze.
We were blind sculptors,
carving cracks in the earth’s skin,
extracting gold from its bones,
without hearing the lament that rose from the roots.
The ocean, a shattered mirror of plastic,
reflected our indifference,
its creatures, stars drowned in the abyss.
But one day,
the echo of a dying hummingbird
pierced the glass of our deafness.
We saw the moss wither on the edge of the stones,
the sun, a pale coin amidst the smoke.
We were reborn, not from maternal wombs,
but from urgency, from transparent guilt.
Each tree planted, a silver thread on a damaged loom,
each river cleaned, the pupil of an ancient god regaining its sight.
Now, the bees, tiny goldsmiths of the air,
dance over fields that don’t smell of chemical lament.
The mountains, wise guardians of memory,
rise up, green scars that tell of our redemption.
Our hands, once weapons of felling,
are now architects of nests,
tilling the earth with the respect of those who sow a future.
Conscience, a beacon lit in the fog of oblivion,
guides our steps toward the embrace of the wild.
This is the time of the second chance,
where the jaguar’s roar is not a legend,
and the whisper of the wind brings the promise of skies without ash.
We have learned that life is not a loan,
but a symphony we must protect,
each note, each being,
indispensable.
We have been the castaways who found their shore,
not building new ships,
but repairing the only one we had:
this blue, vibrant, and fragile home, that breathes with us.
GRACIELA NOEMI VILLAVERDE is a writer and poet from Concepción del Uruguay (Entre Rios) Argentina, based in Buenos Aires She graduated in letters and is the author of seven books of poetry, awarded several times worldwide. She works as the World Manager of Educational and Social Projects of the Hispanic World Union of Writers and is the UHE World Honorary President of the same institution’s Activa de la Sade, Argentine Society of Writers. She is the Commissioner of Honor in the executive cabinet in the Educational and Social Relations Division of the UNACCC South America – Argentina Chapter.
Maja Milojković was born in Zaječar, Serbia. She is the deputy editor at “Sfairos” publishing house in Belgrade, Serbia. She is the vice-president of the association “Rtanj and Mesečev poetski krug”. She is the author of 2 books: “The Circle of the Moon” and “Trees of Desire” She is the editor of the International Anthology “Rtanjski stihopevi” One of the founders of the poetry club “Area Felix” from Zaječar, Serbia and the editor of an international e-magazine for creative literature and culture “Area Felix”.
