MOTHER
The love of a mother is a profound and intricate tapestry, woven with threads of unconditional care, unwavering support, and a profound understanding that transcends words. It is a force that shapes our lives from the very beginning, nurturing our growth, guiding our steps, and leaving an indelible mark on our souls.
From the moment a mother cradles her newborn in her arms, a bond is formed that defies definition. It is a primal connection, an instinctual understanding that transcends language and reason. The first touch, the first gaze, the first whisper – these are the building blocks of a love that will endure through time and circumstance.
A mother's love is a constant source of strength and security. It is the safe haven we return to when the world feels overwhelming, the gentle hand that guides us through life's uncertainties. It is the unwavering belief in our potential, even when we doubt ourselves.
As we grow, a mother's love adapts and evolves. It becomes the steady hand that helps us navigate the challenges of childhood, the encouraging voice that whispers, "You can do it!" when we face our first fears. It is the shoulder we cry on when our hearts are broken, the warm embrace that soothes our pain.
A mother's love is not always easy. It requires sacrifice, patience, and a willingness to put the needs of her children before her own. It means staying up late with a sick child, wiping away tears, and offering comfort when words fail. It means celebrating our triumphs and offering solace in our failures.
Through the years, a mother's love becomes a guiding light, illuminating our path and providing us with a sense of purpose. She is the one who teaches us right from wrong, instills in us our values, and helps us develop our sense of self.
Her love is a constant source of inspiration, reminding us that we are capable of great things. It is the fuel that propels us to pursue our dreams, to overcome obstacles, and to strive for excellence.
A mother's love is a gift that keeps on giving. It is a source of strength, comfort, and inspiration that we carry with us throughout our lives. It is a love that transcends time and circumstance, a love that endures even when we are miles apart.
But a mother's love is not just about the sacrifices she makes or the lessons she teaches. It is also about the joy she finds in watching her children grow and thrive. It is about the pride she feels when her children achieve their dreams.
It is the shared laughter, the inside jokes, the memories that are woven into the fabric of our family. It is the simple moments of connection – a cup of coffee shared on a rainy morning, a phone call to say "I love you," a hug that speaks volumes.
A mother's love is a complex and multifaceted thing, a love that is both powerful and tender, both fierce and gentle. It is a love that defies definition, a love that can only be felt in the depths of our hearts.
It is a love that shapes who we are, that guides us through life's journey, and that leaves an indelible mark on our souls. It is a love that transcends words, a love that is eternal.
Even when our mothers are no longer with us, their love remains a constant presence in our lives. It is the legacy they leave behind, a legacy of love, support, and guidance that inspires us to live our lives to the fullest.
In fact, while doing some evil deed, a man does not need to think. But if he is doing some good deed, he has to stop and consider what consequences he may have to face.
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When stones start sparkling with emotions, literature can be said to have performed its part to perfection.
-Anand
It is no exaggeration to say that evil dominates the human psyche more than any other emotion, like love or compassion. Macbeth and Dr. Faustus appear as objective correlatives of evil. But this article questions were they entirely evil? Is goodness an outer growth over evil, or is evil an outer growth over good? My thesis is that all men invariably are made of the shining stuff, and evil is a super imposition, and can be erased with sharp tools of wit, wisdom and satire.
As far as human society is concerned, goodness has already been pushed to the margins. The animals and birds also indulge in killings but this violence cannot be classified as Evil. People do show sparks of goodness, but very occasionally, while evil is on the elephant ride in the streets of this kingdom, which belongs to God, but is run by monsters. The good remain huddled in corners of existence, whereas the centre stage is grabbed by evil mongers. When evil multiplies and threatens the very fabric of the society, God sends apocalyptic beings like Lord Krishna and Jesus Christ. But it is also a fact that as soon as they disappear from the world, people come back to their original setting, of vileness, suppression and exploitation of the good. The pages of human history depict either wars or men who created havoc with the masses in the name of religion. It appears either there were no good periods in history, or they are intentionally ignored because they do not offer thrills which a reader expects from the reading of history.
Footfall at the Gate of Hell
The Reception at the Gate of Heaven remains closed most of the time. Once or twice during a month, the office opens to admit one or two persons at the most. In fact, it is the Reception at the Gate of Hell where you find most festive conditions. People come in hordes singing folk songs, carrying drinks and beauties in their laps. It is another thing, the monsters welcome them, and after a thorough investigation, they are directed to the Purgatory.
The scene inspires horror when we try to guess how rampant is evil in our society. Some scientists from Lustus University lost their lives when a speeding bus tumbled into an abyss while negotiating a sharp turn high on a mountain. On reaching the Gate of Hell, they were engaged in a verbal duel with the Reception staff.
‘There is no goodness in this world. It is not possible to find one person who believes in good. Close down the Reception Centre for Heaven,’ they argued so vehemently that senior functionaries of Hell and Heaven had to intervene.
Course Correction
Brahma detailed Indra to bring them to the Emergency. All of them were laid on different tables, and given injections of inertia. When the operation was over, and the Professors of Lustus University were back in their senses, a video was played which showed how each man’s consciousness was turned naked, and then, with sharp-edged appliances, the dirt frozen on their consciousness was layered off. After several days of deep digging, a shining layer of light was visible.
The merchants of darkness were stunned to realize that they were essentially made up of the shining stuff. However, man becomes oblivious of this sublimity of his being when layers of dust fall and freeze on the shiny surface. What really transforms the evil souls is the power of goodness, exampled by its practitioners [like the Bishop in Victor Hugo’s novel Les Miserables] Man not only learns but he even unlearns by example.
The Flop Triumvirate
With evil so rampant, if we are getting oblivious of the dividing line between good and evil, it is because our elders have not learnt their ropes well. The teachers, the parents, the religious leaders – are responsible if the moral fabric of the society has deteriorated. The reality is that Evil comes to man far more naturally than good. In fact, while doing some evil deed, a man does not need to think. But if he is doing some good deed, he has to stop and consider what consequences he may have to face. It is the fear of consequences of being good, straight, honest and kind that most of the people have said good bye to this domain.
The emotional demography of good and evil can be understood with the help of the following graph. Thirty percent people can go to any extent in the domain of evil. Five percent people practice goodness and cannot be deflected from their path. However, the remaining sixty five percent keep shifting from good to evil and evil to good depending on their necessities.
Re-forming the Social Fabric
If we want to re-form and re-organize our society, we have to contend with the truth that religion and fears of hell do not horrorize any Faustus now. Millions of people will be ready to sign in blood a contract with the Devil which ensures them twenty four years of thrills. The horror of Faustus’ destiny is no longer a deterrent for evil-mongering which has now become a romantic fantasy.
Art and Literature
Society lacks the tools with which it should be able to touch the souls of the people. The best way is Art and Literature. A poem is truly magnificent if it can tear off the layers of unreality, faithlessness, despair and doubt, from the consciousness of a person who has no direct or indirect connect with art or literature. When stones start sparkling with emotions, literature can be said to have performed its part to perfection.
Dr. Jernail Singh Anand, [the Seneca, Charter of Morava, Franz Kafka and Maxim Gorky awards Laureate, with an opus of 180 books, whose name adorns the Poets’ Rock in Serbia]] is a towering literary figure whose work embodies a rare fusion of creativity, intellect, and moral vision.
Digital Technologies and Education: A New Path to Success
Today, digital technologies play an important role in every aspect of our lives, including education. Digital tools—particularly the internet, mobile applications, and online platforms—help make the educational process more convenient, efficient, and engaging. In this article, we will explore the significance, advantages, and future prospects of digital technologies in education.
The Role of Digital Technologies in Education
Digital technologies simplify the educational process. Online lessons, interactive learning materials, and digital learning platforms allow students to access education anytime and anywhere. These opportunities are especially beneficial for students in rural areas and individuals who do not have access to traditional educational institutions.
For instance, platforms like MOOCs (Massive Open Online Courses) allow thousands of students to take a class at the same time. All of this contributes to the global development of education.
Changes in Thinking Processes and Teaching Methods
Digital technologies also transform teaching methods through innovation. Teachers can now use graphics, videos, and simulations to visualize complex concepts. This helps students develop higher-order thinking skills.
Interactive lessons and educational games can increase student engagement and make lessons more interesting. Models like the “flipped classroom” enable students to study the material beforehand and participate in discussions and hands-on activities during class time.
Emerging Challenges and Anticipated Solutions
However, digital technologies can also bring about certain challenges in education. In areas with limited internet access, both teachers and students may face difficulties. Furthermore, overreliance on technology might cause students to abandon traditional learning habits.
To address these issues, cooperation between the government and the community is essential in the field of education. Expanding access to technology and the internet, along with providing support for teachers to learn digital teaching methodologies, is crucial.
Conclusion
Digital technologies play a vital role in making education more effective, accessible, and engaging. This topic highlights the importance of learning from past experiences and considering how to use digital resources efficiently in the future. Proper and purposeful application of digital technologies in education will significantly contribute to the development of younger generations and the future of society.
Husanboyeva Nargiza Jasurbekovna was born on December 22, 2010, in the Hamid Olimjon neighborhood of Urganch district, Khorezm region. She is currently an 8th-grade student at School No. 18 in the Urganch district. Nargiza is an active participant in numerous competitions. In 2023, she advanced from the district stage to the city stage of the “Young Reader” competition. She has also earned 1st, 2nd, and 3rd places in Chess Olympiads.
She is the author of three articles, one of which will soon be published in the Synchronized Chaos journal. Nargiza is a regional resident of Startup Garage, a volunteer in the Ibrat Debate team, and a participant in the Al-Khwarizmi’s Heirs project. She is also a Young Startuper at the IT Park Khorezm branch.
In addition, she is involved in the Coursera Scholars and Technovation Girls-2025 projects and is currently studying at Founders School. Notably, she achieved an honorable 4th place in the RTRM Idathon project. Nargiza is also the founder of five startups.
When the moon rise forward into my room eyes change into rose colored
When the stars play in the sky with color power that I wish to join
There’s not anything in the sky, I gonna sky to sleep and spin a dream
when the night came washed to my body in the river like a fish.
I felt strength in the night like corocode in the sea.
When the night come my dream took me up saw a couple of wonderful hope.
Ummnusalma Nasir Mukhtar is a young poet, born, raised and studying in Gombe State , Nigeria. She lives with her family, her father Nasir Mukhtar and her lovely mother Rahama Muhammad and her beloved sisters Hauwa’u (jidda) and Zainab (Intisar). She is passionate about using words to inspire and connect people. Ummusalma writes poems that reflect everyday life, emotions, and the beauty of unity. As a student, she continues to grow her craft while balancing her studies and creative pursuits.
Sometimes there may be misunderstandings, it’s true,
Yet in her heart, there’s a reservoir of strength.
No one truly knows what lies inside her,
A hidden, resilient strength like a diamond.
Are not women beautiful in this world,
From whom the sun’s light has sprung?
Why not be amazed, why not love?
After all, Mother is the trembling symbol of women.
Jo‘rayeva Marjona Baxtiyorovna was born on October 18, 2003, in the Termiz district of Surxondaryo region, Uzbekistan. She is a third-year student in the Uzbek language and literature department at the Faculty of Foreign Language.
imprisoned between the pages, in an eternal twilight.
A petrified heart, beneath cracked leather,
weak heartbeats, a distant echo of lost dreams,
hopes turned to ashes,
fears rooted in darkness.
GRACIELA NOEMI VILLAVERDE is a writer and poet from Concepción del Uruguay (Entre Rios) Argentina, based in Buenos Aires She graduated in letters and is the author of seven books of poetry, awarded several times worldwide. She works as the World Manager of Educational and Social Projects of the Hispanic World Union of Writers and is the UHE World Honorary President of the same institution Activa de la Sade, Argentine Society of Writers. She is the Commissioner of Honor in the executive cabinet IN THE EDUCATIONAL AND SOCIAL RELATIONS DIVISION, of the UNACCC SOUTH AMERICA ARGENTINA CHAPTER.
Abstract: Speaking is one of the most important skills in language learning, requiring effective teaching methods to enhance learners’ communication abilities. This article explores various methods used in speaking lessons, emphasizing their impact on students’ fluency, accuracy, and confidence. It discusses the role of interactive, communicative, and task-based approaches in fostering better speaking skills. The findings suggest that a combination of different methods leads to improved student engagement and language proficiency.
Developing speaking skills in a foreign language requires a strategic approach that combines various teaching methods. Effective speaking lessons should focus on fluency, accuracy, and interaction to help learners become confident communicators. Traditional methods, such as grammar-translation and audiolingual approaches, have been supplemented with more interactive techniques, including communicative language teaching (CLT) and task-based learning (TBL). This article examines different methods used in speaking lessons and their impact on language learners.
Speaking is a fundamental skill in language learning, as it enables learners to communicate effectively in real-life situations. However, developing speaking proficiency requires a combination of different teaching methods that address fluency, accuracy, and confidence. Traditional approaches, such as grammar-translation and audiolingual methods, have often emphasized memorization and repetition, but modern methodologies focus more on interactive and communicative strategies to enhance speaking skills.
In recent years, language educators have integrated a variety of techniques, including Communicative Language Teaching (CLT), Task-Based Learning (TBL), and technology-assisted learning, to create engaging and student-centered speaking lessons. These approaches encourage meaningful communication, allowing learners to practice language in authentic contexts. Research suggests that a combination of these methods leads to better speaking performance by promoting spontaneous speech, interactive learning, and self-correction.
Many researchers have explored the effectiveness of different methods in teaching speaking skills. Brown (2007) emphasized that communicative competence should be the primary goal of language instruction, advocating for an interactive approach. Similarly, Richards and Rodgers (2014) analyzed various methodologies and highlighted the significance of Communicative Language Teaching (CLT) in fostering spontaneous speech.
Task-Based Learning (TBL) has also been widely researched. Ellis (2003) found that TBL enhances learners’ ability to use language in real-life situations by engaging them in meaningful tasks. Harmer (2007) supported this claim, arguing that task-based approaches promote fluency by reducing the fear of making mistakes.
Additionally, studies on language anxiety, such as Oflaz (2019), indicate that interactive methods help students build confidence and reduce speaking anxiety. Dörnyei and Ottó (1998) developed a process model of L2 motivation, suggesting that a positive classroom environment and engaging tasks play a crucial role in improving speaking skills.
Furthermore, the integration of technology in language learning has gained attention. Nation (2007) proposed the “Four Strands” framework, emphasizing the need for meaning-focused input and output. Asher (1969) introduced the Total Physical Response (TPR) method, which proved effective in developing oral proficiency, especially for beginners.
Method
This study explores the effectiveness of different methods used in speaking lessons to improve students’ fluency, accuracy, and confidence. The research was conducted in a classroom setting with language learners of various proficiency levels. A combination of Communicative Language Teaching (CLT), Task-Based Learning (TBL), and interactive activities was implemented over a period of eight weeks.
Participants engaged in role-plays, discussions, debates, and real-life simulations. Fluency was encouraged through spontaneous speaking activities, while accuracy was addressed through targeted feedback and corrective techniques. Technology-assisted learning, including language learning apps and video recordings, was also incorporated to provide additional speaking practice.
Data was collected through classroom observations, student surveys, and oral assessments. Fluency was measured by the number of words spoken per minute, accuracy by grammatical correctness, and confidence by self-reported surveys and teacher evaluations.
Discussion
One of the most widely used approaches in speaking lessons is Communicative Language Teaching (CLT), which emphasizes real-life communication. This method encourages students to engage in dialogues, role-plays, and discussions, helping them develop fluency and confidence. Unlike traditional grammar-focused methods, CLT prioritizes meaning over form, making language use more natural and spontaneous.
Another effective method is Task-Based Learning (TBL), which involves learners completing meaningful tasks that require communication. Examples include problem-solving activities, debates, and simulations. TBL promotes active participation, enhancing students’ ability to use language in different contexts.
Interactive methods such as group work and pair discussions also play a crucial role in speaking lessons. These activities create a dynamic learning environment where students practice speaking in a supportive setting. Additionally, technology-assisted learning, including language learning apps, video conferencing, and AI chatbots, provides opportunities for learners to practice speaking outside the classroom.
Despite the benefits of these methods, some challenges exist. Learners may struggle with accuracy when fluency is prioritized, and some students may feel anxious about speaking in front of others. Teachers must balance fluency and accuracy by integrating corrective feedback without discouraging participation.
Results
The findings indicate that using a combination of different methods significantly improved students’ speaking abilities. CLT and TBL-based activities increased student engagement and fluency, with participants showing a 30% increase in spoken words per minute. Accuracy improved as well, particularly when corrective feedback was integrated into interactive tasks.
Student confidence also increased, with 85% of participants reporting that they felt more comfortable speaking in front of others after completing the speaking lessons. The use of technology, such as recording and playback, helped students identify their mistakes and self-correct, further enhancing their learning experience.
Overall, the results demonstrate that incorporating various methods in speaking lessons leads to noticeable improvements in students’ communication skills. The combination of fluency-focused and accuracy-driven activities created a balanced approach, ensuring effective language learning.
Conclusion
Using different methods in speaking lessons enhances language acquisition by fostering fluency, accuracy, and confidence. A combination of communicative, task-based, and interactive approaches proves effective in engaging learners and improving their speaking skills. Teachers should adopt a flexible approach that meets the needs of diverse learners, ensuring that speaking lessons remain engaging and effective.
The use of different methods in speaking lessons plays a crucial role in developing students’ fluency, accuracy, and confidence. Communicative Language Teaching (CLT) and Task-Based Learning (TBL) have proven effective in promoting real-life communication and active student engagement. Interactive activities, such as role-plays, discussions, and debates, help learners practice spontaneous speech, while corrective feedback ensures grammatical accuracy.
The results of this study indicate that a combination of methods leads to better speaking performance compared to relying on a single approach. Students who participated in diverse speaking activities showed noticeable improvements in their ability to express themselves clearly and confidently. Additionally, the integration of technology-assisted learning provided further opportunities for practice and self-assessment.
To enhance speaking lessons, educators should adopt a flexible and student-centered approach, incorporating different strategies based on learners’ needs and proficiency levels. By balancing fluency-focused and accuracy-driven activities, teachers can create a dynamic learning environment that fosters both communication skills and linguistic competence.
References:
1. Brown, H. D. (2007). Teaching by Principles: An Interactive Approach to Language Pedagogy (3rd ed.). Pearson Education.
2. Celce-Murcia, M. (2001). Teaching English as a Second or Foreign Language (3rd ed.). Heinle & Heinle.
3. Ellis, R. (2003). Task-Based Language Learning and Teaching. Oxford University Press.
4. Harmer, J. (2007). The Practice of English Language Teaching (4th ed.). Longman.
5. Richards, J. C., & Rodgers, T. S. (2014). Approaches and Methods in Language Teaching (3rd ed.). Cambridge University Press.
6. Thornbury, S. (2005). How to Teach Speaking. Pearson Longman.
7. Oflaz, A. (2019). “The Foreign Language Anxiety in Learning German and the Effects of Total Physical Response Method on Students’ Speaking Skill.” Journal of Language and Linguistic Studies, 15(1), 70-82.
8. Dörnyei, Z., & Ottó, I. (1998). “Motivation in Action: A Process Model of L2 Motivation.” Working Papers in Applied Linguistics, 4, 43-69.
9. Nation, I. S. P. (2007). “The Four Strands.” Innovation in Language Learning and Teaching, 1(1), 2-13.
10. Asher, J. J. (1969). “The Total Physical Response Approach to Second Language Learning.” The Modern Language Journal, 53(1), 3-17.
11. Germain, C., & Netten, J. (2011). “Impact de la conception de l’acquisition d’une langue seconde ou étrangère sur la conception de la langue et de son enseignement.” Synergies Chine, 6, 25-36.
12. Kormos, J. (2006). Speech Production and Second Language Acquisition. Mahwah, NJ: Lawrence Erlbaum Associates.
13. Dörnyei, Z. (2005). The Psychology of the Language Learner: Individual Differences in Second Language Acquisition. Mahwah, NJ: Lawrence Erlbaum Associates.
14. Richards, J. C. (2008). Teaching Listening and Speaking: From Theory to Practice. Cambridge: Cambridge University Press.
15. Thornbury, S. (2005). How to Teach Speaking. Harlow: Longman.
16. Harmer, J. (2007). The Practice of English Language Teaching (4th ed.). Harlow: Pearson Longman.
