Knowledge is like light in the darkness. It opens our minds, guides our choices, and helps us understand the world around us. In every society and every time period, knowledge has been the key to development and success. Without it, we remain unaware, confused, and unprepared to face life’s challenges.
Education is the foundation of knowledge. Through schools, books, teachers, and technology, we gather information and learn how to think, speak, and solve problems. However, real knowledge is more than just memorizing facts. It is about applying what we know in real life, asking questions, being creative, and thinking critically.
Learning is a lifelong journey. Even outside the classroom, we continue to learn through experiences, mistakes, conversations, and even failures. A curious mind is never satisfied—it always looks for new answers, new ideas, and better ways to improve.
Why Knowledge Matters Today
In the modern world, knowledge is more important than ever before. Science, medicine, engineering, and technology are all built on the foundation of knowledge. Every discovery, every innovation, every invention starts with someone asking: “Why?” or “What if?”
The internet has made knowledge more available than ever. A student in Fergana can now learn from the best universities in the world online. But this also means we need to be careful and wise—we must learn how to tell what is true, what is useful, and what is not. Knowing how to use knowledge is just as important as gaining it.
In addition, knowledge helps build peace and understanding. When we learn about other cultures, languages, and histories, we become more respectful and open-minded. Knowledge breaks walls and builds bridges between people, countries, and generations.
Conclusion: Knowledge is the Future
Knowledge is not just power—it is freedom. It gives us the ability to dream, to create, to lead, and to grow. Every young person has a spark inside them, and education helps that spark become a bright flame.
As a student, I believe that it is our duty to keep learning and sharing what we know with others. Let us all be seekers of knowledge. Let us read more, ask more, listen more, and grow every day. Because the future belongs to those who are prepared—and knowledge is the best preparation of all.
How Feedback Can Help Students Speak Better: A Practical Look at EFL Classrooms
Nasirova Xurshedabonu Sharof qizi
Student of Samarkand State Institute of Foreign Languages
Samarkand, Uzbekistan
Abstract: For many students studying English as a foreign language, speaking fluently and clearly is one of the most difficult obstacles. While grammar drills and vocabulary lists might help, the quality of feedback students get is frequently what determines true progress. This essay looks at how timely, insightful, and well-delivered criticism may help students develop their speaking abilities. Drawing on current research and classroom experiences, the study demonstrates how various sorts of feedback, whether from teachers or peers, may help learners become more fluent, accurate, and motivated. It also examines frequent obstacles that instructors experience while providing feedback and suggests practical solutions that might make a difference in the classroom. In summary, the correct feedback may help a hesitant speaker become a confident communicator.
Speaking is generally the most challenging ability for language learners. Unlike writing or reading, speaking requires rapid thought, confidence, and the ability to articulate ideas in real time. Many students in EFL (English as a Foreign Language) schools struggle to discover their voice, not because they lack information, but because they are unsure how to utilize it. This is where the feedback comes in. Good feedback does more than only point out flaws; it also helps learners progress. As studies has demonstrated (Hattie & Timperley, 2007), feedback is one of the most effective methods a teacher can employ to increase student achievement. This research investigates how feedback may help students enhance their speaking skills and how it can be used effectively in modern classrooms.
METHODOLOGY
To investigate the effect of feedback on speaking abilities, a mixed-methods approach was adopted. Quantitative data were acquired via pre- and post-feedback speaking examinations, while qualitative data were gained through classroom observations and student interviews. The research looked at two groups of EFL learners: one got corrective feedback (for pronunciation, grammar, and vocabulary problems), while the other received constructive feedback (for fluency, clarity, and language usage in context). The data were evaluated to compare increases in speaking performance and student involvement across both groups.
RESULTS AND DISCUSSION
1. Impact of Corrective Feedback
Corrective feedback is vital for encouraging pupils to more accurate language use. Typically, the teacher will intervene directly to point out particular mistakes in grammar, pronunciation, or vocabulary and recommend the proper form. In this study, students who got continuous corrective feedback shown significant progress in their ability to create grammatically correct sentences and use new vocabulary effectively. After repeated warnings and practice, learners who often misused verb tenses such as “I go yesterday” were able to correct themselves. Pronunciation mistakes, such as confusion between /θ/ and /s/ sounds, have decreased with time. While critical criticism can make students feel self-conscious, when offered in a helpful and polite manner, it helps them absorb right structures and build long-term accuracy. Teachers discovered that incorporating correction into communicative activities, rather than interrupting pupils while speaking, made feedback more effective and less threatening.
2. Impact of Constructive Feedback
Constructive feedback encourages students to express themselves freely by recognizing their strengths and gently assisting them to address their weaknesses. Unlike corrective criticism, this sort of feedback does not require frequent interruption and instead promotes pupils’ fluency, confidence, and communication ability.
In the observed courses, students who received constructive comments were more open in conversations, tried lengthier replies, and took more chances with language. Instead of stating “That’s wrong,” teachers can say, “That was a great idea—let’s try saying it with the past tense.” This positive framing reduced students’ anxiety of making errors and increased their willingness to talk. The classroom setting became more casual and student-centered. Over time, learners demonstrated not just greater fluency, but also improved interaction skills such as turn-taking, subject management, and spontaneously responding to inquiries – all evidence of increasing confidence and genuine communication ability.
3. Feedback Timing and Frequency
The timeliness of feedback is as crucial as the content. Feedback can be offered immediately or later, either at the end of the exercise or in the next class. Each has their advantages. Immediate feedback enables students to recognize and rectify their faults in real time, which can be beneficial for pronunciation or word choice. For example, if a student says, “He went to school yesterday,” a simple answer like, “He went?” might inspire self-correction. In contrast, delayed feedback fosters reflection. Teachers may take notes during a speaking assignment and then address frequent faults with the entire class to minimize personal shame and promote deeper learning. The frequency of feedback is also important; too little, and kids do not improve and feel overwhelmed.
4. Peer Feedback
Peer feedback enables students to collaboratively reflect on one another’s performance. It fosters not just their listening and analytical abilities, but also a deeper feeling of classroom community. When students give each other feedback, such as pointing out a misused term or suggesting a cleaner sentence structure, they learn to pay more attention to language. In the research, peer feedback was frequently employed in pair or group projects. Students were given short checklists or suggestions like “Did your partner speak clearly?” “Did they use the past tense?” and “What did they do well?” This kept the feedback session focused and positive. Peer feedback also increased self-awareness, as students were more aware of their own speaking habits when assessing others. Importantly, students reported feeling more at ease taking advice from peers than from professors, which helped reduce nervousness and boost engagement in speaking activities.
CONCLUSION
In conclusion, feedback is critical for helping EFL students acquire improved speaking abilities. Whether it is corrective feedback, which improves accuracy and pronunciation, or positive feedback, which increases confidence and fluency, each type has distinct advantages when utilized correctly. Timing and consistency of feedback are also important, since quick input can drive real-time modifications, but delayed feedback stimulates deeper thinking. Furthermore, using peer feedback promotes teamwork, self-awareness, and a more supportive classroom climate. Together, these feedback mechanisms provide a well-balanced strategy that not only improves student speaking but also promotes motivation to engage. Using a variety of feedback approaches strategically and consistently may help teachers transform speaking practice into a more successful, engaging, and learner-centered experience.
REFERENCES:
1. Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112.
2. Lyster, R., & Saito, K. (2010). Oral feedback in classroom SLA: A meta-analysis. Studies in Second Language Acquisition, 32(2), 265–302.
3. Min, H. T. (2005). Training students to become successful peer reviewers. System, 33(2), 293–308.
4. Tee, M. Y., Loo, T. E., & Yap, Y. F. (2019). Oral feedback strategies and learner motivation in speaking classes. International Journal of Instruction, 12(1), 1–18.
5. Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
6. Azizxo‘jaeva, N. N. (2006). Pedagogik texnologiyalar va pedagogik mahorat. Toshkent: TDPU nashriyoti.
7. Qurbonov, S. Q. (2012). Til o‘rgatishda innovatsion yondashuvlar. Samarqand: Zarafshon nashriyoti.
8. Xasanboyeva, Z. X. (2019). Chet tilini o‘qitish metodikasi. Toshkent: Fan va texnologiya nashriyoti.
A bridge between two major Californian film festivals and one of the most prestigious Italian film festivals
The fact of creating a bridge between overseas film festivals (California – Italy) is loved by filmmakers and is giving important results about their sustainability.
Two films in particular are the leaders of this bridge between vesuviusfilmfestival.com directed by Arch. Giovanna D’Amodio, the LA Tribune FF https://latribunefilmfestival.com/ president Dr. Emily Letran copresident Joanna Zhang, vice president Elizabeth Nguyen, the SF New Concept FF https://www.sfnewfilms.com/ president Joanna Zhang, vice president Elizabeth Nguyen.
The three festivals embrace important areas: the LA Tribune FF partner of the prestigious newspaper https://thelosangelestribune.com/ embraces the Los Angeles area world leader in cinema. The SF New concept FF takes place in the Herbst Theatre, one of the most prestigious theatres in the world.
The Vesuvius Film Festival embraces one of the most famous archaeological areas in the world: Pompeii and Herculaneum, but extends to the entire Campania region, to its very important capital Naples and to the island of Capri, half of the International Jet Set. The Vesuvius FF is a partner with the Vesuvius National Park Authority, president Raffaele De Luca. ANILDD present in 17 countries, president Eng. Lino Marasco, is in cooperation with the Vesuvius FF which is focused on environmental protection and artistic and cultural innovation.
The film Kamilah the Miracle Filly fits perfectly with the objectives of the Vesuvius FF as it is based on the legend of the filly Kamilah whose life was saved, against the advice of all doctors by Angela Alioto and UC Davis and saving the life of the creatures of the planet means contributing to the balance of the environment.
The film “Anita” is based on the value of freedom, a value that certainly animates the defense of the environment. “Anita” is a tribute to the bridge between Italy and the Brazilian state of Rio Grande do Sul which gives rise in October to an event of worldwide resonance in Brazil, in the aforementioned state, in the city of Garibaldi.
The film has the privilege of having the supreme patronage of Francesco Garibaldi Hibbert, descendant of the hero of the two worlds (Latin America – Italy) Giuseppe Garibaldi. It is scheduled a cooperation among Vesuvius FF , LA Tribune FF , SF New Concept FF and Egyptian FF , Saudi Arabia FF , Emirates FF , Qatar FF .
I lost my patience and just took the cutter in my hand
‘To be, or not to be, that is the question’
Suddenly like a magic art I saw from both of them
The branches covered with flowers
My heart filled with joy
I stopped and waited for a while
Gradually the tree like the little ball blazed with the Maltas
So many Malta in the trees with the light of green stars
The birds are calling near them
Something heavenly whispers in my ears
The light of my smiling face reflects on them
I just came back to my thought
And found the path
Of the stretching glory in the belly
That comes to light at the time of the natural beauty.
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.
I wonder why the Native Indian dream catcher is made as it is.
Does it have a web to show the Complexity of Life,
Yet show all are connected because it is made of a single string?
Does it have a frame of a hoop as the Cycle of Life,
Holding it firm and intact, without a beginning and no end?
Does it have the feathers, for the heart to be always Light,
Dust away all that is evil, all the fears and worries and other negative spirits?
I know not, but a dream to catch I have,
May it be sieved in the web to cast the pride and selfishness away,
May it flow continuously in a hoop of hope,
And may it fly with bright feathers way up high
Lilian Dipasupil Kunimasa was born January 14, 1965, in Manila Philippines. She has worked as a retired Language Instructor, interpreter, caregiver, secretary, product promotion employee, and private therapeutic masseur. Her works have been published as poems and short story anthologies in several language translations for e-magazines, monthly magazines, and books; poems for cause anthologies in a Zimbabwean newspaper; a feature article in a Philippine newspaper; and had her works posted on different poetry web and blog sites. She has been writing poems since childhood but started on Facebook only in 2014. For her, Poetry is life and life is poetry.
Lilian Kunimasa considers herself a student/teacher with the duty to learn, inspire, guide, and motivate others to contribute to changing what is seen as normal into a better world than when she steps into it. She has always considered life as an endless journey, searching for new goals, and challenges and how she can in small ways make a difference in every path she takes. She sees humanity as one family where each one must support the other and considers poets as a voice for Truth in pursuit of Equality and proper Stewardship of nature despite the hindrances of distorted information and traditions.
