for having used the violin as an instrument in recent times.
Nidia Amelia García, from Buenos Aires, Argentina, is a writer and an active member of Juntos por las Letras (Together for Letters). She has participated in numerous virtual events in Uruguay, Paraguay, Bolivia, Spain, Colombia, Portugal, Nigeria, Uzbekistan, Kyrgyzstan, and elsewhere. She has also contributed to literary anthologies such as “Books of the Immortals” and “Anthology of the 50 Poets of the World 2022.”
I find the beauty under the morning nyctanthes plants
In your sky, all around the down
In the frangrant morning breeze
What a tune! All the flowers and birds seem to be singing
All the words of life, love and fun are revealed
Life is a reflection of life
Through the darkness of the shell
Hundreds of thousands of lamps emerges daily
What a beautiful, shiny shell of a snail emerges in the raw sunlight!
Md. Mahbubul Alam is from Bangladesh. His writer name is Mahbub John in Bangladesh. He is a Senior Teacher (English) of Harimohan Government High School, Chapainawabganj, Bangladesh. Chapainawabganj is a district town of Bangladesh. He is an MA in English Literature from Rajshahi College under National University. He has published three books of poems in Bangla. He writes mainly poems but other branches of literature such as prose, article, essay etc. also have been published in national and local newspapers, magazines, little magazines. He has achieved three times the Best Teacher Certificate and Crest in National Education Week in the District Wise Competition in Chapainawabganj District. He has gained many literary awards from home and abroad. His English writings have been published in Synchronized Chaos for seven years.
Mrs Ufere said you were the best pupil in the whole school but why didn’t you buy her a gift like some of the other pupils did? Like some of their parents did? It was the last day in school. Everyone was leaving, and many people were buying gifts, but Mrs Ufere wasn’t angry or upset. She was just smiling, and you wondered if there was more she wanted to say.You and Mrs Ufere had been like mother and son. You took the first position for the whole three terms with almost-impossible average scores ranging from 96. You wrote the notes on the black board even when Mrs Ufere was in class.
One day the headmaster saw you and marveled, and you would know that he kept thinking about you because the day you came to take your school testimonial, he went into his office, packed out children’s novels and books that were labelled ‘Not to be sold or given out’ and he gave them to you. Eddie Iro’s Without A Silver Spoon was one of the novels he gave you, a novel that teaches about honesty in the midst of hardships. Riverside Primary School molded you, shaped you.
For two years before you came out, you marked tests which only teachers marked. You helped Mrs Ufere write the results into report cards. You knew who took which position in class at the end of every school term. You always took the first position of course, but then you knew who took second, third, fourth and so on. You also knew that Mrs Ufere was a member of The Cherubim And Seraphim Church, a church which many people considered very strange.
Mrs Ufere held your hand as you two walked towards the class from the headmaster’s office. And both of you knew it would be the last time you would really hold hands, because very soon you would leave, and you won’t see Mrs Ufere again.
Isaac Dominion Aju is a Best Of The Net Nominee who lives in Nigeria. He’s appeared on Poetry X Hunger and Flapper Press. His work appears in the upcoming anthology by African Narratives Writing Program.
An Analysis of the Interrelationship Between Human Psychology and the Process of Language Learning
G`afforova Hadichaxon Abduhamid qizi – student of English philology faculty of Uzbekistan State World Language University
E-mail: gafforovaxadicha5@gmail.com
Annotation: The article provides information about the connection between learning foreign languages and human psychology, and recommends principles to effectively leverage the interplay between these two factors. It highlights experts’ opinions on the integral connection between the language and the psyche. Additionally, it discusses the psychological challenges encountered during the process of improving language proficiency and exploring their underlying causes. The organic connection between language learning and human psychology is such that progress in one area can significantly impact the other, leading to either mutual development or stagnation. As they are inseparable, this fundamental principle should be emphasized in any linguistics curriculum. The purpose of this article is to demonstrate to young learners that high levels of language proficiency are achievable with a healthy mindset. It aims to reframe language learning not merely as the study of grammatical rules, but as an engaging and enjoyable pursuit.
Introduction: Learning a foreign language is one of the most fascinating and challenging processes in human education. It goes far beyond the simple memorization of words and grammar rules. In fact, language learning is a deeply psychological process, involving emotions, motivation, attitudes, memory, personality, and social interaction. Every learner brings unique psychological characteristics to the classroom and these differences often determine success or failure more than intellectual ability alone. In recent decades, linguists and psychologists have increasingly worked together to understand how mental and emotional factors influence the ability to learn languages.
According to research by Gardner and Lambert (1972), psychological variables such as motivation and attitude play a more significant role than linguistic attitude in predicting achievement. Furthermore, modern statistics support this view: studies show that over 60% of learners who maintain strong motivation and confidence during a year-long language course achieve fluency faster than those with similar intellectual abilities , but lower psychological readiness .In this article, I will explain how psychology influences language learning, the major psychological factors involved, the common problems learners face, and practical solutions to overcome these barriers. Understanding the role of psychology allows both teachers and learners to approach language acquisition more effectively and with greater emotional balance. Among all psychological factors, motivation is often described as the most powerful predictor of success. A motivated student studies longer, practices more often, and shows greater persistence in the face of difficulty.
Psychologists differentiate between intrinsic motivation—which comes from genuine interest and personal satisfaction—and extrinsic motivation, which is driven by external rewards like grades or job opportunities. For example, a learner who studies English because they want to travel or communicate with people worldwide is more likely to stay committed than one who learns it only to pass an exam. A 2020 study by the British Council found that 72% of high-achieving language learners reported strong intrinsic motivation as their main reason for success. Many students lose motivation after the initial excitement fades, especially when they face grammar challenges or slow progress. Teachers and learners can set small, achievable goals, such as learning 10 new words per day or completing one short conversation each week. Celebrating small victories keeps motivation alive. Attitude towards the target language and its culture is another vital factor. Learners who respect and value the culture of the language they study are more open to new theories, pronunciation, and communication styles. In contrast, negative attitudes — such as believing a language is “too difficult” or “useless” — create emotional resistance.
Research by Dörnyei (2005) indicates that a positive cultural attitude increases learning efficiency by nearly 40% because it helps students engage more deeply with real-life materials like music, movies, and conversations. When balancing language learning with psychology human beings can face several problems. For instance, many learners view language as an academic subject rather than a living form of culture. This limits emotional connection. To address this problem exposure to cultural content — films, songs, literature or interactions with native speakers — develops empathy and cultural curiosity, which in turn improve learning motivation and understanding.
Language anxiety is one of the biggest psychological barriers. Many learners feel nervous, shy, or afraid of making mistakes when speaking a foreign language. This fear can block memory recall and reduce performance. For example, Horwitz (1986) described language anxiety as a “specific situational fear” that negatively affects communication. Surveys show that around 40–50% of language learners experience moderate to high levels of speaking anxiety, especially during oral exams or public speaking. High anxiety levels lead to avoidance of practice, slower progress, and lower self-esteem.
Another major problem is that students often believe that mistakes mean failure, which prevents them from taking risks and communicating freely. To solve this issue, creating a supportive and non-judgmental environment is essential. Teachers should praise effort, not just accuracy, and students should view mistakes as natural steps in learning. Relaxation techniques such as deep breathing or mindfulness can also reduce stress before speaking tasks. Each learner’s personality affects how they approach learning. Extroverts usually perform better in speaking and listening because they enjoy interaction, while introverts often excel in writing and reading since they prefer reflection and concentration. However, personality does not determine success; it only shapes the learning path. I think both extroverted and introverted learners can achieve fluency if they use strategies that fit their character. In addition to this, learners may feel pressured to behave differently from their natural style — for instance, introverts being forced to speak constantly in class. In order to address this problem teachers should apply differentiated teaching methods — offering both group discussions for extroverts and reflective writing for introverts.
Understanding one’s own learning style helps learners study more comfortably and effectively. Beyond these personal learning styles, successful language acquisition also relies on core cognitive functions, with memory being the most fundamental. Language learning heavily depends on memory — the ability to store, organize, and recall vocabulary, grammar, and pronunciation patterns. According to cognitive psychology, memory works best through association and repetition. For instance, learners remember words better when they connect them to personal experiences, images, or emotions. A 2019 study from Cambridge University showed that students who used emotional association techniques remembered 35% more vocabulary after two weeks than those who relied on rote memorization. Many learners forget new words quickly or cannot use them in context. Applying spaced repetition systems (SRS), using flashcards, and practicing words in meaningful sentences helps transfer knowledge from short-term to long-term memory. Teachers can also encourage learners to apply new words immediately in writing or conversation to reinforce memory connection.
However, memory does not operate in a vacuum. Its effectiveness is deeply intertwined with our emotional state, which can either enhance or hinder our ability to learn. Emotions directly influence how the brain processes new information. When students feel relaxed, curious, or happy, their cognitive performance improves significantly. Positive emotions increase dopamine levels in the brain, which strengthens focus and memory formation. According to neuroscience research by Immordino-Yang (2016), emotionally engaged students perform up to 30% better in language comprehension tasks. On the other hand, boredom, fear, or humiliation can block learning and reduce creativity. In many traditional classrooms, emotional needs are ignored, and the focus remains only on test performance.
Teachers can create a positive classroom atmosphere by including humor, encouragement, and interactive activities. Group projects, games, and storytelling promote enjoyment and emotional connection, making language learning feel more natural and rewarding. Language learning can also lead to deeper psychological issues like low self-esteem, perfectionism, or burnout. Some learners compare themselves to others and feel inferior if they progress more slowly. Others push themselves too hard and lose interest. Learners who constantly doubt their ability tend to avoid practice. Teachers can introduce peer support activities, where students work in pairs or small groups, encouraging each other’s progress.
Trying to speak perfectly often leads to silence and frustration. Instead, learners should focus on communication, not perfection. Real language use involves small mistakes, and fluency grows with experience, not fear. Too much study pressure without emotional rest causes exhaustion. Including breaks, fun materials, and self-care routines keeps learning balanced and sustainable. Teachers are not only language instructors but also psychological guides. Their attitude, feedback, and classroom management shape how students feel about learning. Research shows that teacher support increases student confidence and motivation by up to 45% (Ryan&Deci, 2017). Effective teachers use positive reinforcement, provide constructive feedback, and model emotional resilience. When students see their teacher as friendly and understanding, they become more willing to take risks and speak openly. Moreover, teachers can help learners set realistic goals, reflect on their progress, and develop self-regulation strategies. In this way, education becomes not only linguistic but also psychological growth.
Conclusion:In conclusion, whether it is nurtured by an insightful teacher or managed through self-awareness, the essential role of psychology in language learning is undeniable. The process of mastering a new language is not simply an intellectual challenge — it is an emotional and personal journey. Motivation drives effort, attitude shapes openness, confidence removes fear, and emotions determine memory strength. By understanding the psychological dimensions of learning, teachers and learners can transform frustration into progress. Encouraging positive emotions, cultural curiosity, and self-belief can dramatically improve results. As statistics and research continue to show, psychological readiness often determines success more than linguistic ability itself. Ultimately, to learn a language is to understand not only new words but also oneself. Psychology gives us the tools to make that journey deeper, more meaningful, and more successful.
Reference: 1. Robert C. Gardner va Wallace E. Lambert – Attitudes and Motivation in Second-Language Learning (1972). Rowley, MA: Newbury House. 2. Gardner, R. C., & Lambert, W. E. – Motivational Variables in Second-Language Acquisition. Canadian Journal of Psychology, 13(4), 1959.
https://publish.uwo.ca/~gardner/docs/phd.pdf3.
Zoltán Dörnyei – “The Internal Structure of Language Learning Motivation and Its Relationship with Language Choice and Learning Effort.” The Modern Language Journal, 89(1), 2005. 4.Mary Helen Immordino‑Yang – Emotions, Learning, and the Brain: Exploring the Educational Implications of Affective Neuroscience. W. W. Norton & Co., 2015/2016. “Times Higher Education” 2016. 5. Mantiri, O. – “Key to Language Learning Success.” Journal of Arts and Humanities, v4 (1).
G’afforova Hadichaxon was born on November 1, 2007, in Beshariq district, Fergana region. She is currently a first-year student at the Uzbekistan State University of World Languages.
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.
