Interview method in sociological research

Abdusamatova Odinaxon
2nd year student of the Faculty
of History of Fergana State University

Abstract: This article discusses the use of interviews as a research
method in sociology. It explains the differences between structured and unstructured interviews, and highlights the advantages and limitations of using this method. The article emphasizes the importance of careful design and awareness of potential biases in order to generate reliable and valid data.

Overall, this article provides a useful overview of the interview method for sociologists seeking to understand individual experiences and perspectives.
Keywords: interviews, research methods, sociology, structured
interviews, unstructured interviews, advantages, limitations, biases, reliability, validity, individual experiences, perspectives.

Introduction

The interview method is a widely used research technique in sociology that involves asking questions to individuals or groups of people in order to gather information about their beliefs, attitudes, experiences, and behaviors. Interviews can be conducted in various forms, such as face-to-face, over the phone, or through online platforms.
In sociological research, interviews are often used to explore social phenomena and understand the perspectives and experiences of individuals or groups within a particular context. This method enables researchers to gain in-depth insights into the social world and uncover new knowledge that may not be obtained through other research methods.

Interviews can be structured, semi-structured, or unstructured. Structured interviews involve asking a set of predetermined questions in a specific order. Semi-structured interviews allow for some flexibility in the questions asked and the order in which they are asked. Unstructured interviews involve an open- ended conversation where the interviewer allows the respondent to lead the
conversation.

The interview method has several advantages in sociological research. It allows researchers to obtain rich and detailed data that can be used to develop theories and hypotheses. Interviews also enable researchers to build rapport with respondents and gain their trust, which can result in more honest and accurate responses.
However, interviews also have some limitations. Respondents may provide biased or incomplete information, and the interviewer’s presence may influence the responses given. Additionally, interviews can be time-consuming and resource-intensive.

Overall, the interview method is a valuable tool in sociological research that can provide unique insights into the social world. By carefully designing and conducting interviews, researchers can gather rich and meaningful data that can inform our understanding of social phenomena.

There are several types of interviews that sociologists may use in their research. One type is the life history interview, which involves asking a respondent to recount their life experiences in detail. This type of interview can provide valuable insights into how individuals understand and navigate their social worlds over time.
Another type of interview is the focus group, which involves bringing together a group of individuals to discuss a particular topic or issue. Focus groups can provide insights into group dynamics and how individuals interact with one another in social settings.

Interviews can also be used in combination with other research methods, such as surveys or observation. For example, a sociologist may conduct interviews with individuals to gather qualitative data about their experiences, while also using surveys to gather quantitative data about the prevalence of certain attitudes or behaviors.

In order to conduct effective interviews, sociologists must carefully design their questions and consider factors such as the demographics of their respondents and the context in which the interviews will take place. They must also be aware of potential biases and take steps to minimize them.

Overall, the interview method is a powerful tool for sociologists seeking to understand the social world. By using interviews in conjunction with other research methods, sociologists can gather rich and nuanced data that can inform our understanding of social phenomena and contribute to the development of new theories and hypotheses.

Literature Review
The use of interviews in sociological research has been widely discussed and debated in the literature. Some scholars argue that interviews are essential for understanding the subjective experiences of individuals and the meanings they attach to their social worlds (Gubrium & Holstein, 2002). Others caution that interviews can be biased and may not accurately reflect the experiences of
marginalized groups (Lloyd & Smith, 2013).

One approach to addressing these concerns is to use a variety of interview techniques and to carefully consider the context in which interviews are conducted. For example, life history interviews can provide a rich understanding of an individual’s experiences over time, but may be time- consuming and difficult to analyze. Focus groups can provide insights into group dynamics, but may be influenced by the dominant voices in the group.

Another important consideration is the role of the interviewer in shaping the responses of the interviewee. Researchers must be aware of their own biases and be careful not to influence the responses of their participants (Bloor et al., 2001).
Despite these challenges, interviews continue to be a valuable tool for sociologists seeking to understand the social world. By carefully designing their questions and considering the context in which interviews are conducted, researchers can gather rich and nuanced data that can inform our understanding of social phenomena and contribute to the development of new theories and hypotheses.

Furthermore, interviews can provide a platform for marginalized
voices to be heard and can help to challenge dominant narratives and power structures (Lloyd & Smith, 2013). By giving voice to those who are often excluded from mainstream discussions, interviews can contribute to more inclusive and diverse research.

Overall, while interviews have their limitations and challenges, they remain an important tool for sociological research. By using a variety of techniques and being mindful of their own biases, researchers can gather valuable data that can inform our understanding of the social world and contribute to the development of more inclusive and diverse theories.

Discussion
As an AI language model, I do not have personal opinions or beliefs. However, I can provide some additional points to consider in the discussion of interviews as a tool for sociological research.
One potential limitation of interviews is the potential for social desirability bias, where participants may alter their responses to present themselves in a more favorable light. This can be mitigated by creating a comfortable and non- judgmental atmosphere and assuring participants of confidentiality.

Another challenge is the potential for researcher bias, where the interviewer’s own beliefs and assumptions may influence the questions asked and the interpretation of responses. Researchers can mitigate this by being aware of their own biases and using techniques such as reflexivity to critically examine their own assumptions.

Finally, interviews may not be suitable for all research questions or populations. For example, some individuals may not feel comfortable discussing certain topics or may have difficulty expressing themselves verbally. In these cases, other methods such as surveys or focus groups may be more appropriate.

Overall, interviews can provide valuable insights into the social world and contribute to more inclusive and diverse research. However, researchers must be mindful of their limitations and challenges and use appropriate techniques to gather reliable data.
Additionally, the interpretation of interview data can also be a challenge. Researchers must carefully analyze and code responses to identify patterns and themes, and ensure that their interpretations are grounded in the data rather than their own assumptions.

Another consideration is the time and resources required for conducting interviews. Interviews can be time-consuming and expensive, particularly if a large sample size is needed. Researchers must carefully plan and budget for interviews to ensure that they are feasible and effective.

Finally, ethical considerations must also be taken into account when conducting interviews. Researchers must obtain informed consent from participants and ensure that their privacy and confidentiality are protected. They must also be sensitive to issues of power dynamics and avoid exploiting or harming participants in any way.

In conclusion, interviews can be a valuable tool for sociological research, but they also have limitations and challenges that must be carefully considered. By using appropriate techniques and being mindful of ethical considerations, researchers can gather rich and insightful data that contributes to a deeper understanding of the social world.

Furthermore, the type of interview used can also impact the data collected. For example, structured interviews with closed-ended questions may limit the depth of responses and miss important nuances, while unstructured interviews with open-ended questions may lead to inconsistent data and difficulty in analysis.

Another challenge is the potential for interviewer bias, where the interviewer’s personal beliefs and attitudes may influence the responses of participants. Researchers must be aware of their own biases and take steps to minimize their impact on the interview process.
Moreover, the cultural context in which the interview takes place can also affect the data collected. Different cultures may have different communication styles and expectations, which can impact how participants respond to questions and how researchers interpret their responses.

Finally, technological advancements have led to the use of online interviews, which can overcome some of the challenges of traditional face-to-face interviews such as geographic limitations and cost. However, online interviews also have their own limitations such as potential technical issues and difficulty in establishing rapport with participants.

Overall, interviews are a valuable tool for sociological research, but researchers must carefully consider their limitations and challenges and choose appropriate techniques to gather insightful data.

Conclusion
In conclusion, interviews are an important method for collecting data in sociological research. They can provide valuable insights into people’s experiences, attitudes, and beliefs. However, there are several challenges that researchers must consider when using interviews, including the potential for interviewer bias, limitations of different interview types, cultural context, and technological limitations. To overcome these challenges, researchers must
carefully select appropriate interview techniques and take steps to minimize bias and ensure the validity and reliability of their data. Overall, interviews can be a powerful tool for sociological research when used appropriately.

References:

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2. Kvale, S., & Brinkmann, S. (2009). Interviews: Learning the Craft of
   Qualitative Research Interviewing. Sage Publications.
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   Hearing Data. Sage Publications.
4. Seidman, I. (2013). Interviewing as Qualitative Research: A Guide for
   Researchers in Education and the Social Sciences. Teachers College
   Press.
5. Silverman, D. (2013). Doing Qualitative Research: A Practical
   Handbook. Sage Publications.
6. Strauss, A. L., & Corbin, J. M. (1998). Basics of qualitative research:
   Techniques and procedures for developing grounded theory. Sage
   Publications.
7. Creswell, J. W. (2014). Research design: qualitative, quantitative, and
   mixed methods approaches. Sage Publications.
8. Denzin, N. K., & Lincoln, Y. S. (2011). The Sage handbook of qualitative
   research. Sage Publications.
9. Patton, M. Q. (2015). Qualitative research & evaluation methods:
   Integrating theory and practice. Sage Publications.
10. Miles, M. B., Huberman, A. M., & Saldaña, J. (2013). Qualitative data
    analysis: A methods sourcebook. Sage Publications.
11. Flick, U. (2014). An introduction to qualitative research. Sage
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12. Charmaz, K. (2014). Constructing grounded theory. Sage Publications.
13. Maxwell, J. A. (2013). Qualitative research design: An interactive
    approach. Sage Publications.
14. Guba, E. G., & Lincoln, Y. S. (1994). Competing paradigms in
    qualitative research. Handbook of qualitative research, 2(163-194), 105.

Tulip...


To hold the arms of my destiny
firmly,
Find me
Looking at the mountains, even on a rainy way,
Bring a bouquet of tulips.

You are the person the artist drew on my forehead!
Love me with your soul over and over again
My lips are red, the first time you see them,
Bring a hearty white tulip.

Perhaps,
we know each other
Maybe a stranger
But  fate crossed our paths.
Having smiled from happiness in your hug,
Bring the happiest tulip.

Write one poem
from your heart
Let your words touch my heart.
So much...
Standing proudly in front of the flower holder,
Bring me your life!

Dilnura Rakhmanova was born on March 20, 2003 in the village of Madir, Khanka district, Khorezm region. Currently, she is a 3rd year student of the Faculty of Philology of Urganch State University. His poems are published in the anthology “The song of Uzbek homeland” in “Amazon” publishing house of USA, “Ezgu so’z” newspaper, “Inja San’at” international electronic magazine, “Teacher” scientific and methodical magazine, “Turkestan” newspaper of Azerbaijan. , kafkazh.com site, Kenya’s “The Mt. Kenya Times”, Bangladesh’s “Red Times” international newspapers, Pakistan’s “Sindh courir” artistic and scientific site and stories in the Turkish “Artshop” publishing house, the anthology “Türkçe’nin ındakï Uzbek sesi”, “Hilol” It was published in the Republic of Artists Collection. His poems and stories have been translated into English, Turkish, and Azerbaijani languages. Participant of “Navqiron Gujumlar” poetic duel. “Student of the Year 2022” University stage “The most active creative student of the year” nomination. She is the recipient of the “Glotur life excellence” medal of the international scientific magazine “Glotur life”. The author of the poetry collection “Bakhtmunchaq”. sold to 26 countries of the world. “JustFiction! The first collection of stories and essays “Ways of life and dream” (“Ways of Life and Dream”) was published in English in the “Edition” publishing house. She is a graduate of the Shine Academy for Girls. She has a membership certificate of the international organization “Juntos por las Letras” of Argentina, “Iqra” of Pakistan. and Indonesia “Asih Sasami”, Egypt’s “Creativity Forum For Culture, Arts and Peace”, India’s “All India Council for Technical Skill Development” is a member of international organizations. Scholarship of the regional governor. Participant of international forums and conferences.

Knowledge is power!

 I was a school student. My life changed completely after a forty-year-old doctor of English language literature, a professor, came to our school and spoke to me. I was really envious of his achievements in life. he was looking for, he easily covered himself financially even when he was a student. Even while studying at school, he became a teacher, the profession he wanted. He graduated from school with a gold medal and entered a prestigious university on a grand basis During his student days, he expanded his business and also received the title of international teacher.

 Do you know what he told us?

 – Never dream of success, try to achieve success. Do not choose a good day or a good opportunity. Start today and now. Only then will you be among the successful! That’s right, you will stumble and fall. Know that the more obstacles and difficulties there are, the more success lies ahead! Work hard in silence, let success be your noise!

    Guys, one of the main reasons for my success so far was that woman.

 Keep this in mind:

    “Knowledge is power! Stop living in your dreams and use all your knowledge and action to make them come true. Because your future will be better than your past!”

My tongue that entered my ear as lullaby,
My valiant tongue in the bosom of the ages,
I will write you every moment,
My blood, my language, oh, my motherland.

Come strolling, meaning my language,
Always sing like a nightingale my tongue,
It has the spirit of Navoi, he has Babur,
Let every dialect be beautiful, my language.

Every word has a hundred meanings in my mother tongue,
Every flame is a fire in every heart,
Everything ripples in this language,
Endless treasure, legend in my tongue.

This is my language, which the whole world respects.
This is my language, inherited from my ancestors.



Abdunazarova Khushroy was born on December 21, 2008. She is 15 years old. Currently, she is a pupil of 8th grade of the 15th DIUM of Mingbulak district, Namangan region. She is interested in English and Mathematics. She wants to become a interpreter in the future. And also she is a member of the international organization "All India Council for Technical skill development".

Halt

A symphony of noon dew song

A cavernous inspiration

A tulled skirt, a picfair in display

Swirling motion in amorphous zeal

Born and broken in a Cavendish heart

I lost my numbers in a while

Play follios on rent

I pictured a sumptuous scorn

Mere wordplay of vivid illusions

Time’s lost unbidden voice

She strummed through

A magical labyrinth of airy valve

Before it came a burning halt

As it happens in a symphony song.

THE PERSONALITY OF GAFUR GULAM IS AN INDELIBLE IMAGE OF UZBEKISTAN

Ibrahimov Saidakbar
Tashkent State University of Law
Faculty of Criminal Justice
3rd-grade student

Today, we are informed about the work and life of the national poet of Uzbekistan, a great representative of our literature, academician Gafur Ghulam through school textbooks, various books, or mass media. However, it will be useful if we briefly dwell on the work of this artist and learn the necessary conclusions from it.

People’s poet of the Republic of Uzbekistan Gafur Ghulam was born on May 10, 1309, in the Korgontegi neighborhood of Azim Tashkent in a family of hard workers. His father Ghulam Mirza Arif knew the Russian language, read poetry, and wrote poetry himself. Gafur Ghulam was nine years old and his father died when he was fifteen.

In these periods of his youth, our writer studied first in the old school, and then in Russian-Tuzem schools. After completing teacher preparation courses, he teaches in schools. Gafur Ghulam even works as a teacher in an orphanage and for some time as a director of such schools. At that time, the writer established relations with the publishers of various newspapers. He worked in the newspapers “Kambagal Dehgan”, “Kyzil Uzbekiston”, and “Sharq Haqikatii”.

The first literary activity of the poet began in 1923. He expresses his life in the poem “Felix’s Children” written this year. The poet’s first poetry collection was published in 1931 under the name “Dynamo”, and in 1932 the second collection was published under the name “Living Songs”.

As everyone knows, world and Uzbek literature has many great representatives of prose and poetry. That is, most creators have their creative achievements in the same direction of literature, and some creators feel free in poetry, and others in prose or drama, and enhance their creativity. When we hear the names of Abdulla Qahhor and Abdulla Qadiri, we think of masters of the epic (prose) genre, when we think of the names of Abdulla Oripov, Usman Nasir, Hamid Olimjon, Muhammad Yusuf, we think of artists who have come to the public’s attention with their poems. Because someone was an
unwitting fan of one of their works, and someone was a fan of their poems.

However, if we dwell on the name of Gafur Ghulam, we can think that the ideas mentioned above are somewhat inconsistent with his works. Because the creator skillfully waved his pen in both prose and poetry genres and left great examples of creativity in both directions, and each of them is worthy of admiration. In particular, anyone who is interested in Gafur Ghulam’s work is familiar with the artist’s work “Shum Bola” or “You are not an Orphan”.

The author’s short stories and stories “Netay”, “Yodgor”, ‘Resurrected Corpse”, and “Shum bola” written in the 30s of the 20th century made a great contribution to the development of our national literature. In many works of Gafur Ghulom, the true heroism
of the people, humanity, and Uzbek nationalism are shown.

Gafur Ghulam dedicated many of his works to the personality of children. The work “Shum Bola” is one of the successful works of the writer. In the play, the hero talks about his tragic life. The boy ran
away from his house to his aunt’s house because of his mother’s punishment while taking the products out of the house. However, the boy is not lucky here either: he accidentally kills his uncle’s quail and leaves this house. Thus, he begins to be darbadar and trouble. The
writer focuses on describing the worries and inner experiences of this child. Depicting external events, things and everything surrounding the little hero in the play serves to express human feelings deeply.

The events and scenes of the Second World War left an indelible mark on Gafur Ghulam’s heart. If he went back to his childhood in the years of the First World War and could not fully feel all the horrors and complications of the war, the artist considered the new war and those who provoked it to be his personal, bitter enemy. In these years, the poet’s literal works such as “You are not an Orphan”, “Gold Medal”, “Observation”, “Time”, “Missing”, “There Will be a Holiday on our street”, “I am a Jew” classical poems were born.

In many of the writer’s poems, there is the image of an oriental sage – a father: “You are not an orphan” (1942), “Grief” (1942), “One is a student, one is a master” (1950), “You are young people” (1947), “Spring Songs” (1948) and others.

The poet received the State Prize in 1946 for the collection “I Come from the East”, a collection of poems written during the war years. Gafur Ghulam was awarded the title of academician together with his creative friend Oybek for his great contribution to the development of Uzbek science and culture (1943).

Gafur Ghulam also used his pen effectively in the years after the war and created high artistic works; published several excellent articles on journalism and literary studies. His work appeared as a unique chronicle of the people’s life in this period. If Gafur Ghulam rose to the level of a philosopher-poet with his poetic works during this period, he also showed that he was a skilled writer who knew the people’s life and spirit well with his stories such as “Shum Bola” and “My Thief Boy”.

Gafur Ghulam’s selected works, collections, and works in ten volumes have been published several times. His articles written as a scholar of classic and modern literature, his journalistic speeches on various aspects of life, feuilletons, and funny stories are warmly welcomed by the people, the poet is highly praised everywhere. would be honored.

Gafur Ghulam was awarded the title of “People’s Poet of Uzbekistan” in 1963. At the end of our speech, we should quote a verse from the author’s pen: Be as hardworking as the world, sooner or later.

With this, the poet emphasizes that movement means aliveness, that both the universe and the earth are always in motion, and he encourages our fans to move and live. In conclusion, we can say that during his life, the writer left an indelible mark in history with his life, his will, and his legacy equal to gold. Today, finding such works, even writing them, is a difficult task.

References:
1. Uzbek writers. Sabir Mirvaliyev – “Fan” publishing house – 1993
2. Naim Karimov, publishing house named after Gafur Ghulam, Tashkent-2003.
3. The spiritual and educational significance of Gafur Ghulam’s work. Scientific
conference. Tashkent-2003.
4. www.ziyo.net
5. www.ziyouz.com library

THE ROLE OF CURRICULUM, SYLLABUS IN TEACHING LANGUAGE EFFECTIVELY

Annotation: Syllabus plays great role in teaching effectively. Curriculum includes syllabus, course programs instructions. The purpose of creating objective oriented syllabus is to support teacher and serve to reach goal. The syllabus and curriculum given above are well designed and the format is clear and consistent.

The main objectives are: to improve communicative competence in order to acquire daily, specific, and academic knowledge and can use them for their future occupation. Requirements and outcomes are also listed. The content of the subject is also widely explained. The course schedule is fully articulated and logically sequenced. The class length is 102 hours for a year, three times a week.

 Key words: Syllabus, curriculum, communicative competence

Summary: Per topic has required hours, and level A1+. It would be better if they have more classes. I think five times a week helps students learn easily and productively. Course begins in September and finishes in May. Each class is namely mentioned and addressed positively. The rights and responsibilities of both student and school are clearly defined. The students levels are clearly described ( A1, A2, B1, B2, C1, C2). The curriculum was made strong enough, enrich with consistent topics, the link between previous and coming topic is not lost. Unfortunately, syllabus does not include teaching methods.

In my opinion syllabus should define various teaching methods, because during class, teacher can apply some activities, and she should address to syllabus not other resources. Course schedule does not include extra topics or materials except required course textbooks and readings. Instructor who is going to have a class should be armed with sufficient materials, because our generation are going to be more clever than us. If class finishes earlier all exercise or the received reading materials don’t conform to students` level in that case teacher should not be in trouble. In such situation teacher should evaluate situation exactly.

Another drawback is all assignments are linked with a specific course objectives and outcomes are likely to provide sufficient evidence to adequately assess each objective. The syllabus doesn’t contain home works or home reading tasks. Because each student has textbook and at the end of the class there is home work part and it is given by symbol. There is assessing system but there is not any recommendation or list of teaching methods when the class is seemed mixed. The diversity of students make teacher to consider applying another method or change to new one. In this condition teacher should hold various pedagogic methods for different level students. Assignments don’t define and don’t offer any rubric.

Because for school students the tasks are not challenging. I think the homework part should be more critical and more individual. Because most of the students copy from peers, exercise can be copies. In that case tasks could have some description for the task. The curriculum does not offer rubrics for assignments even for college or university. The policies for missing exam, assignments are not given.

Attendance requirements and lateness policies are not clearly explained. In syllabus should be the part which devoted to attendance. Unfortunately the syllabus has not such parts. However syllabus is free of grammatical and spelling mistakes. The curriculum is tested then sent to schools to apply. It passed through long way of experiment however it has some shortage. These shortages should be improved and eliminated. Some teachers besides me complain of syllabus design and content materials. While conducting the class I really avoid using textbook materials. I can apply some of them but not all of given. Because the world is improving and teaching techniques as well. So teachers should utilize more ICT to reach goal. the importance of technology is huge and productive.

Young generation interest in presentations, video materials and the latest news. Today teacher should be aware of using and applying vision materials during the class. Teacher is not supplied with vision materials and interactive methods. Some teachers adopted to this situation and they stopped working on their selves and stopped look critically toward occupation. This kind of problems can cause failure of education institutes especially harms school esteem. Since the school should serve as a foundation and bring up students. If the teacher can not navigate student to proper direction or cannot motivate and can not define the objectives and can not deliver to all participants, they may think English is just compulsory subject and do it only for requirement. If the teachers work on their selves the audience can evaluate their hard working.

Conclusion: Teacher should provide with different colors, avoids of boring activities. So the syllabus should provide with additional materials. In some places the connection to access some internet sites are really bad, furthermore teachers are occupied with a lot of paper works and lessons. I strongly recommend to advice teachers more pedagogical methods and supply with vision, audio materials. English is not theoretical subject and related more to practice. At the end of the syllabus the reference part also mentioned and list of experts also. The syllabus is in use and working well. The content topics are properly chosen and coincide with students level that’s why I didn’t change any. The topics are usual daily themes, which are conform to students competence. The syllabus has strong sense, still some above mentioned parts should be improved.

References:

 1. NA Narzieva, N Hasanova. Communicative competence as a pedagogical model in the classrooms// ACADEMICIA: An international Multidisciplinary Research Journal 10(6),78- 81, 2020

2. NA Narzieva. The concept of defined target technologies and their role in the educational process// Theoretical &Applied science, 356-360, 2020

3. AD Ahmedovna, Narziyeva N.A, Main styles and methods of teaching speaking foreign languages to medical institutes , International Engineering Journal for research and development 6 (SP), 4-4, 2021

 4. NN Narzieva, Development of Education and Research Activity Profile Class Students on the Basis of Integrative and Personal Approach, www. auris-verlag, 2017

5. NN Narzieva Development of Education and Research Activity Profile Class Students on the Basis of Integrative and Personal Approach, www.auris-verlag. de, 2017

6. NN Atakulovna Factors supporting teaching and learning English in non-English speaking countries, ResearchJet Journal of Analysis and inventions 2(06), 297-305, 2021

7. Abdullayeva М.А., Abdurakhmonov М.М. Congenital risk factors in uzbek population with nonspecific aortoarteriitis// European science review. Austria. – 2018. – №11-12. – P. 51-53.

8. NN Atakulovna Teaching Vocabulary by using Digital Technology to Non-Native Learners “ONLINE-CONFERENCE” PLATFORM, 508-509,2021

 9. NA Narziyeva ORGANIZING ENGLISH CLASSES REGARDING LEARNERS WISHES, Scientific progress 2(6), 1003-1005, 2021

10. М.А.Абдуллаева, И.Ш.Садиков, Ш Ш Шодыева , АЗ Олимова Факторы риска острого инфаркта миокарда у болных молодого и среднего возрастов. Биология ва Тиббиёт муаммолари , 3 2013

 11. Abdullayeva М.А., Abdurakhmonov М.М. Congenital risk factors in uzbek population with nonspecific aortoarteriitis// European science review. Austria. – 2018. – №11-12. – P. 51-53.

12. NN Atakulovna Teaching Vocabulary by using Digital Technology to Non-Native Learners “ONLINE-CONFERENCE” PLATFORM, 508-509,2021

13. NA Narzieva ORGANIZING ENGLISH CLASSES REGARDING LEARNERS WISHES, Scientific progress 2(6), 1003-1005, 2021

14. М.А.Абдуллаева, И.Ш.Садиков, ШШ Шодыева ,АЗ Олимова Факторы риска острого инфаркта миокарда у болных молодого и среднего возрастов. Биология ва Тиббиёт муаммолари, 3, 2013

 15. MA Abdullayeva, Analysis of congenital risk factors in the uzbek population with nonspecific aortoarteritis, European research innovation in science, education and technology, 79-81,2019