Student of Uzbekistan State World Language University
Abstract: As globalization is changing rapidly, knowing and understanding English has become more important and necessary than in past decades. English is a powerful communication bridge that connects people in various fields, such as business, science, and education, across nations. Therefore, the demand for English proficiency is high, and creative teaching methods could be a good solution to meet this request. This article analyzes innovative approaches to teaching English and explores useful methods for improving the quality of knowledge among students.
Introduction: Today, people are struggling with learning English and finding qualified teachers. That is why creating an attractive study environment and teaching students with innovative methods is crucial. Traditionally, teaching methods can seem boring to students, and it is not effective to enhance language skills. Through creative activities and innovative approaches, teachers can capture a student’s attention and make the lesson more engaging. Finding interactive methods can be challenging, but they can be achieved by the following strategies:
Materials and Methods:
Word Games
Students studying English as a second language often face challenges with learning new vocabulary. They struggle to remember vocabulary for long periods and use it effectively in writing and speaking. A solution to this problem could be word games. In this activity, teachers write new vocabulary on online flashcards with numbers. Then, students select a number and provide the definition of the word associated with that number. This method not only helps students learn new vocabulary but also improves their communication skills, which are essential in language learning.
Imposing Stories
Using stories in the educational process, especially for teaching foreign languages, makes lessons more captivating. Stories help students imagine real events and the characters’ situations. Simply asking questions based on the passages is not always effective, because students may focus on finding answers rather than engaging with the story itself. Instead, teachers can assign tasks where students must prepare a role-play in a chapter they like. This approach helps increase student engagement. Additionally, students will better understand the meaning of the story as they immerse themselves in the characters’ perspectives. While preparing for the role-play, students will collaborate with their peers, which helps develop teamwork skills. This strategy also aids teachers in maintaining students’ interest and making lessons more dynamic.
CREAM Strategy
The CREAM strategy is a combination of five key concepts: Creative, Reflective, Effective, Active, and Motivational. Each word carries its own meaning:
C-Creative: Teachers need to encourage students to use critical thinking and give tasks that develop problem-solving skills. This strategy can help students to nurture innovative ideas.
R-Reflective: Teachers should teach students how to analyze their own performance and find mistakes. It can help students to identify strengths and weaknesses and take valuable lessons from them.
E-Effective: In this approach, students learn to organize time, learn about the environment, and use digital technology. It allows students to save time and energy and focus on studying.
A-Active: Being active is a key element in the educational process. Teachers should encourage students to engage actively in lessons and explore further information related to the subject they are learning.
M-Motivational: Motivation is a powerful factor that impacts a student’s academic success. Teachers should reward students for their achievements and motivate them to achieve their goals. This helps students stay motivated and pursue their dreams.
Results and Discussions
This research was conducted over one month with students in a school setting. Teachers selected two classes for observation and research. The first group used traditional teaching methods, while the second group used the CREAM strategy. Before the intervention, only 5 percent (2 students) of the second group scored 5 on their English exams. However, after applying the CREAM strategy, the number of students who achieved higher scores increased to 50 percent (20 students). The first group, taught with traditional methods, showed no improvement in student performance.
Conclusion
Since English is the official language in many countries, the demand for teaching this language is high. Many teachers use various methods, including word games, storytelling, video presentations, the CREAM strategy, and other innovative approaches. These methods help achieve educational goals and improve the quality of teaching. Through creative teaching methods, students can expand their vocabulary and develop their comprehension skills. Furthermore, these methods encourage students to be more creative and engaged in lessons. Therefore, using innovative teaching strategies is crucial, as it contributes to enhancing the quality of education.
References:
1. Kumar, S., Kumar, R., Sankar, G. (2016). Creative thinking in English language teaching for secondary language learners. *International Journal of Linguistics, Literature and Culture*.
2. Anburaj, G., Christopher, G., Ming, N. (2014). Innovative methods of teaching the English language. *Journal of Humanities and Social Science*.
3. Kalyani, D., Rajasekaran, K. (2018). Innovative teaching and learning. *Journal of Applied and Advanced Research*.
In the beautiful city of Samarkand, there was a highly qualified teacher named Jasur at School No. 81. From a young age, he had been passionate about chemistry, and through his diligence and aspirations, he had become a teacher who dedicated himself to sharing his favorite subject with his students. His classes were different from ordinary lessons. Jasur referred to chemistry as magic and taught his students to look at it from this perspective.
“Today, we will create magic together,” Jasur announced one day as he entered the classroom. The students’ eyes widened in surprise. Jasur showcased his small, yet well-equipped table. On it were various flasks, test tubes, chemical substances, and several intriguing devices.
“I’m going to share a secret with you,” Jasur continued, “Chemistry is real magic. We combine different substances and create new and extraordinary things. We change colors, release gases, and even make it rain artificially.”
The students were left in awe. Jasur demonstrated the first experiment. He mixed several colored solutions and observed how their colors changed. Then he combined a few substances to create a foamy and colorful liquid. The students’ exclamations filled the classroom.
“This is not magic; this is chemistry,” Jasur explained. “We just need to understand the properties of the substances and combine them correctly. If we follow the laws of chemistry, we can create any magic!”
Jasur’s classes were interesting and exciting. He allowed the students to conduct various experiments, teaching them how to work with chemical substances, while also helping them make their own discoveries.
One day, Jasur proposed an experiment called “Magical Crystals.” They dissolved different salts in water and then cooled them slowly to create beautiful crystals. The students’ eyes shone with wonder and curiosity. They were thrilled to see the crystals they had created.
Jasur’s classes made chemistry more engaging and understandable for his students. They began to view chemistry not just as a subject, but as an exciting and extraordinary world. Jasur inspired his students with his chemical magic and helped them enhance their knowledge.
When I recall my distant school days, one event never leaves my memory. Our school primarily focused on subjects such as mathematics and physics, as there were more teachers for those subjects. Due to a lack of teachers for native language, literature, and history, teachers from the fields of mathematics or biology would often teach these subjects instead. Often, lessons of native language and literature were replaced with physics and mathematics classes.
One day, a native language and literature teacher arrived from a faraway village to our dear school. Although no one had seen the new teacher yet, the whole village was buzzing with talk about her. There were rumors circulating that she was “very strict,” that she would “kick any student out of class who didn’t participate,” or that she would “keep us in class until the evening.” Finally, the much-anticipated moment arrived. A teacher, who seemed to be in her early twenties or mid-twenties, entered our classroom, accompanied by the director. She had a pleasant demeanor, a good posture, and a smile on her face. The director introduced the teacher, wishing us success in the new academic year before leaving the class.
All twenty students in the class couldn’t take their eyes off the teacher. Our native language and literature teacher, with great kindness, read our names from the class journal and went through each one of us, introducing herself. Thus, our first lesson became an introductory session. Our new teacher made an effort to conduct lessons in a simpler and more engaging manner. We, the model students, believed that the subjects of native language and literature were not particularly difficult.
Soon, the lesson processes began. One day, our favorite teacher assigned us to write an essay about our favorite character. We all completed the assignment and submitted it to the teacher. During the next lesson, our teacher reviewed the essays, corrected them, and returned them to us. Almost all of us received very low grades. Our notebooks were marked with red ink, indicating that grammatical mistakes had been corrected. For some reason, many of us wrote poorly and unclearly. Whispers and noisy expressions of surprise began in the classroom. Even the top students in the class received bad grades.
One classmate, despite his poor handwriting, insisted on the importance of writing without mistakes, while others argued that the minor punctuation errors did not count as significant mistakes. Sensing the wave of discussions rising in the class, our teacher finally spoke up, as always in a calm but serious tone, “Dear students! Writing without mistakes reflects one’s literacy. Beautiful handwriting demonstrates valuable moral qualities. Writing poorly, with spelling mistakes, does not suit you. Such shortcomings must be addressed.” We all sat in silence. The lesson ended in that manner.
After the lessons, the upper-grade students scattered to their respective homes. Some were searching for something in books late at night, pondering how to write without mistakes. Others tried to emulate the elegant letters they saw in books to improve their handwriting. Meanwhile, some of us, as if pretending to be bankrupt business people or bosses who had made mistakes somewhere, watched television. Others, disregarding it, felt that this issue was not a matter of life and death. Deep down, they were agitated and embarrassed. Each of us wrestled with the question of “How could I have made so many mistakes in my writing?” It troubled our conscience to be in high school yet make so many errors. Everyone hoped that this process would pass more quickly.
Gulsora Mulikboyeva, 4th-year student of the “Life Safety in Activities” program at Samarkand State University of Architecture and Construction.
PhD Ahmed Elsersawy: A Political Writer passionate about Culture like a Bridge among Nations
PhD Ahmed Elsersawy, born in Egypt in the mid-1960s, has spent much of his life traveling across continents as a war correspondent. Though he studied economics at university, his professional career has been deeply immersed in arts and culture, which he has always seen as a bridge—one of the shortest and fastest ways to connect people, regardless of their differences.
This “secret blend” of journalism, war coverage, economics, and culture reflects his belief in diversity, acceptance, and humanity’s ability to simply act in their authenticity as human beings and individual uniqueness.
He emphasizes, as he often says, that what matters is where a person ends up, not where they began.
When I asked him to elaborate, he explained that we, as humans, are not responsible for where we are born, our names, or the cultural heritage we carry. However, we are entirely responsible for our beliefs, ideas, and intellect once we mature. This is where the importance of culture and arts lies; they guide a person toward their authentic path and goals, drawing them toward becoming a good human being in the sense defined by the “philosophy of beauty.”
So tells us the Egyptian journalist Ahmed Elsersawy , who works for one of Egypt’s most prestigious and widely circulated media institutions, “Akhbar Al-Youm.” This comes in light of his launch of a new initiative that has resonated widely in Egypt and abroad: “Bridges of the Sea and the Ocean.” The initiative aims to create cultural and artistic bridges connecting the peoples of the Mediterranean (the Sea) with the peoples of the Americas (the Ocean), spanning the Atlantic and Pacific.
To this purpose he has identified the new SF Mayor Daniel Lurie and Hon. Angela Alioto, a Californian of Italian origin as agents for the plan “Bridges of the Sea and the Ocean” creating a strong cultural, artistic and social cooperation and twinning between SF and its ethnic groups as Asians, Latinos , Italians etc., Rome as center of the Mediterranean and Cairo, the door to the East.
Elsersawy intends to officially invite the SF Mayor Daniel Lurie and Hon. Angela Alioto to Egypt to create solid synergies with Californian universities and strengthen the cinematographic bridge between the Arab world and California, highlighting the documentary aspect to promote cultural exchanges.
And we come to religious dialogue, which is fundamental to achieving goals of peace.
To this end, not only is special attention given to the Franciscans in Egypt and to the city of SF founded by the Franciscan missions, but a recent Arabic-to-Italian and English translation of one of his most significant works, a book about Pope Shenouda III (1923–2012), the Coptic Orthodox Patriarch of Egypt, is in preparation. Pope Shenouda III is considered one of the greatest patriarchs in the nearly 2,000-year history of the Coptic Orthodox Church.
The book is planned to be presented at the Egyptian Academy of Rome, directed by Dr. Rania Yahya and in SF and LA .
Among Elsersawy’s six published works, this particular book stands out for reflecting his unique vision and strong enthusiasm for diversity, embracing differences, and accepting the “other.” A Muslim writer documenting the “genius of the 117th Patriarch in the history of the Egyptian Coptic Orthodox Church,” Elsersawy approached Pope Shenouda not as a clergyman but as a leader who witnessed Egypt’s societal, political, security, and economic changes over eight decades. He tells the story of the Pope’s life through the lens of these transformations and their impact.
In addition to this fascinating book, Al-Sarsawi is currently working on a Ph.D. in International Media. He has also authored a book about Egypt’s war in October 1973, a short story collection published in Beirut, and a memoir about his work as a military correspondent, covering wars in Kosovo (1999), Ethiopia and Eritrea (2000), and several Middle Eastern conflicts from 2005 to the present.
Moreover, Elsersawy is a former press advisor to the Egyptian government, a screenwriter, and a documentary filmmaker. Influenced by prominent Egyptian writers like the Nobel Prize Naguib Mahfouz, Ihsan Abdel Quddous, and Abbas Al-Akkad, Elsersawy is currently training aspiring documentary filmmakers in the Gulf and North Africa to prepare a new generation capable of competing at international festivals.
CEO, Global Federation of Leadership and High Intelligence
Mexico
conducted by
EVA Petropoulou Lianou
….
E.pl..Dr. Jeanette Eureka Tiburcio, can you tell us about your childhood and what your dreams were?
J E.T.. My childhood was very blessed, with a loving, integrated family, a lover of art, culture, poetry, painting, dance and science. My parents, my sister and my grandmother are my great pillars along with my entire family. My parents fed me poetry. As a child I daydreamed all the time, constructing stories. I dreamed of being an architect, teacher, writer, dancer, journalist, doing activities that help others and the planet. I dreamed of traveling throughout Mexico and then the world and having great friends with whom I could share tastes and hobbies, and I always dreamed of returning home, to my beloved Mexico with my family, which is my everything.
Epl . You are president of a very important multicultural association.
Can you introduce those associations?
JE.T..Of course, dear, I am President of the Global Federation of Leadership and High Intelligence, which is an Association that is dedicated to strengthening actions in educational, cultural, literary, scientific and environmental matters in 145 countries, developing various festivals, book fairs, events. , meetings, recognitions, etc. At the same time, I am President of the World Academy of Literature, History, Art and Culture as well as the UNAccc Mexico and Latin America.
Epl . Do you consider yourself a poet, author or architect?
J.E.T. .I consider myself a creative being with infinite possibilities, and being a poet is a necessity, just like breathing.
Epl. When you start writing, what is your inspiration?
JET I am inspired by everything that I experience.
Epl. Tell us about your new book.
J.ET. My latest book: Who threw my heart into the fire, under the Madrileño publishing label: Huso Editorial, is an invitation to my personal journey, with reflections on the world, my Homeland, my beloved Veracruz, life, the tracing of paths for youth and childhood, identity….about the giving faith, among many other muses…. all interpreted under my eyes and my feelings as a poet, through poetry.
Epl. Wishes for 2025?
JET I wish that we can have a more dignity life and safety in earth, that no child goes to sleep hungry, whether physically, intellectually, or spiritually… that health is present in the lives of each and every one, as well as light of expansion, that we can live a life with security, fully and in freedom where we can guarantee a future for those who are by our side, illuminating everything… children and young people mainly.
