Many do not know that respect and respect are not cheap.
Gains respect in the work of achievement,
To everyone is valuable in valuable work,
Life is on the way to Tatini.
Achievement in one’s own hands,
If you work hard, Your own life must improve.
In the hope of the dream of the dream, in the hope
Only if the equation of reality will shine the light of hope.
In the eastern sky, the clouds are frozen, the clouds are erased over time.
Life is shaking the light of hope,
You have to move on with it.
Short biography: Amb. Dr.Priyanka Neogi from Coochbehar. She is an administrative Controller of United Nations PAF, librarian, CEO of Lio Messi International Property & land Consultancy, international literacy worker, sports & peace promoter, dancer, singer, reciter, live telecaster, writer, editor, researcher, Literary journalist, host, beauty queen, international Co-ordinator of Vijay Mission of Community Welfare Foundation of India.
This study investigates the impact of blended learning on the acquisition of English grammar among university students. Blended learning, which integrates traditional face-to-face instruction with digital resources and online platforms, has gained traction in higher education as a flexible and student-centered approach. The research was conducted with a sample of undergraduate English majors at a public university. A quasi-experimental design was adopted, involving both a control group receiving traditional instruction and an experimental group exposed to a blended learning model.
Data were collected through pre- and post-tests, classroom observations, and student feedback. The results suggest that students exposed to blended learning showed a significant improvement in grammatical accuracy and engagement compared to those in traditional settings. The study concludes with recommendations for integrating blended methodologies into grammar instruction to enhance learning outcomes.
Keywords
blended learning, English grammar, university students, grammar instruction, language learning methods, digital education, online platforms, ESL teaching, higher education, instructional design
In recent years, the landscape of higher education has undergone significant transformation due to advancements in technology and the growing demand for more flexible learning environments. Among the emerging instructional models, blended learning has attracted considerable attention for its potential to enhance student engagement and academic performance. Blended learning refers to an educational approach that combines traditional classroom teaching with digital tools and online resources, allowing students to access content beyond the physical boundaries of the classroom.
The teaching of English grammar, often perceived as rigid and rule-based, presents a unique challenge in language education. Conventional methods tend to rely heavily on rote memorization and textbook exercises, which may not effectively support students’ long-term retention or practical application of grammatical rules. As educators search for more interactive and student-centered approaches, blended learning offers a promising alternative that can cater to diverse learning styles and improve overall comprehension.
This study focuses on university-level English learners, particularly those enrolled in language and linguistics programs, and explores whether the integration of blended learning techniques can positively influence their mastery of English grammar. By comparing the outcomes of students exposed to blended instruction with those taught through traditional methods, this research aims to evaluate the effectiveness of this approach and provide insights for future curriculum development.
The integration of technology into language education has become increasingly prevalent in recent decades, leading to a surge in research on blended learning models. Graham (2006) defines blended learning as a combination of face-to-face instruction and computer-mediated activities, emphasizing its flexibility and adaptability in diverse educational contexts. This model has been particularly influential in language learning, where engagement and repeated exposure are crucial for mastering linguistic structures such as grammar.
Several studies have highlighted the potential benefits of blended learning in grammar instruction. For instance, Chen (2011) conducted a study with Taiwanese university students and found that those who participated in blended grammar lessons outperformed their peers who received only traditional instruction. The study emphasized the role of multimedia tools in enhancing learners’ understanding of complex grammatical concepts.
Similarly, Al-Jarf (2005) explored the use of online grammar exercises in Saudi universities and noted a significant improvement in students’ grammatical accuracy and confidence. The study suggested that asynchronous online activities allowed learners to practice at their own pace, which is often not possible in time-constrained classroom settings.
However, not all research presents a wholly positive picture. McCarthy (2010) warns that without careful planning and instructional design, blended learning environments can become disjointed and confusing. Furthermore, a meta-analysis by Means et al. (2013) reported that while blended learning generally leads to better outcomes than face-to-face instruction alone, the effectiveness greatly depends on the quality of digital content and the instructor’s ability to integrate it meaningfully.
Despite growing interest in the topic, there remains a gap in the literature concerning the specific impact of blended learning on university students’ acquisition of English grammar, especially in non-native English-speaking contexts. This study aims to contribute to this area by examining how a structured blend of online resources and in-person instruction affects grammatical proficiency among university-level ESL learners.
This study adopted a quasi-experimental research design to investigate the effectiveness of blended learning in teaching English grammar to university students. The research was carried out over the course of one academic semester at a public university where English is taught as a foreign language. The participants included 60 undergraduate students majoring in English language and literature, divided into two groups: an experimental group and a control group, each consisting of 30 students.
The experimental group received grammar instruction through a blended learning model that combined traditional classroom teaching with digital platforms. These included interactive online grammar exercises, video explanations, and weekly discussion forums via a learning management system (LMS). The control group, in contrast, received instruction solely through face-to-face lessons using conventional textbooks and grammar drills.
Prior to the intervention, all students were given a pre-test designed to assess their baseline understanding of key English grammar structures (tenses, modals, conditionals, and passive voice). At the end of the semester, the same test was administered as a post-test to measure any improvement in grammatical knowledge.
In addition to test results, qualitative data were gathered through classroom observations and student feedback questionnaires. The observations focused on students’ engagement levels, participation, and use of digital tools. The questionnaires aimed to collect learners’ perceptions of the blended learning experience, its advantages, and any challenges they encountered.
To analyze the results, the pre- and post-test scores were compared using paired sample t-tests, and qualitative responses were coded thematically. This mixed-methods approach allowed for a more comprehensive understanding of both the measurable impact of the blended learning model and the students’ subjective experiences with it.
The analysis of pre- and post-test results revealed a clear difference in performance between the two groups. While both groups showed some improvement, the experimental group, which received blended instruction, demonstrated a significantly higher increase in grammar test scores. On average, their post-test scores improved by 28%, compared to a 13% improvement in the control group.
This suggests that the blended learning model was more effective in supporting students’ understanding and retention of grammatical structures. One possible explanation for this is the flexibility and interactivity offered by the digital materials, which allowed students to review lessons at their own pace, repeat challenging exercises, and engage with multimedia explanations that catered to different learning styles.
Classroom observations also indicated a higher level of engagement among students in the blended learning group. These students were more likely to participate in discussions, ask follow-up questions, and take initiative in completing grammar tasks both online and in class. In contrast, the control group tended to rely more on teacher explanations and showed less independent effort outside classroom hours.
Qualitative feedback collected through questionnaires supported these findings. Many students in the experimental group reported that the visual and interactive elements of online grammar tools made it easier to understand complex topics. They also appreciated the opportunity to revisit materials outside of scheduled class times. However, a few students mentioned difficulties related to internet access or occasional confusion with navigating the digital platform—issues that should be addressed in future implementations.
These results are consistent with previous research. For example, Chen (2011) and Al-Jarf (2005) similarly reported improved outcomes when grammar instruction was supplemented with digital tools. However, this study adds further depth by showing that student perception plays a significant role in the success of blended learning, not just test results.
In summary, the findings suggest that blended learning can significantly improve students’ grammatical proficiency when properly structured and supported. However, its effectiveness depends on access to reliable technology, clear instructional design, and proper teacher guidance.
This study set out to examine the effectiveness of blended learning in the context of English grammar instruction at the university level. The results clearly demonstrate that students who engaged with both in-person instruction and digital learning tools performed significantly better than those who received only traditional classroom teaching. The blended learning group not only showed measurable improvement in grammar proficiency through test scores, but also reported higher levels of motivation, confidence, and overall satisfaction with the learning experience.
The study highlights several factors that contribute to the success of blended learning. First, the flexibility offered by online materials enabled students to review grammar rules and practice exercises at their own pace, outside of the limitations of class time. Second, multimedia content — including video explanations and interactive quizzes — catered to various learning styles and helped make abstract grammar rules more understandable. Third, the integration of classroom interaction with online tasks fostered a more active and student-centered learning environment.
However, the research also identified some challenges. A few students expressed difficulties accessing online platforms due to internet connectivity issues or lack of experience with certain technologies. These obstacles, while not widespread, point to the importance of providing proper technical support and training when implementing blended learning strategies. Moreover, the effectiveness of the blended model heavily relies on how well instructors design and manage the balance between face-to-face and digital components.
The findings of this study have practical implications for curriculum designers, language instructors, and educational policymakers. As blended learning continues to gain popularity in higher education, particularly in the post-pandemic academic landscape, it is essential to ensure that such approaches are not simply add-ons, but are meaningfully integrated into the learning process with clear objectives and support systems.
Future research may explore the long-term effects of blended learning on language retention and transferability of grammar knowledge to real-life communication. It would also be valuable to investigate how blended models influence other language domains, such as writing fluency, reading comprehension, and oral accuracy. Expanding the sample size and including learners from diverse academic and cultural backgrounds would further strengthen the generalizability of findings.
In conclusion, blended learning represents a promising instructional approach that, when carefully implemented, can significantly enhance students’ acquisition of English grammar and contribute to more effective and engaging language education at the university level.
References
Al-Jarf, R. (2005). The effects of online grammar instruction on low proficiency EFL college students’ achievement. Asian EFL Journal, 7(4), 166–190.
Chen, Y. L. (2011). The effect of applying blended learning to English grammar instruction. English Language Teaching, 4(1), 91–98. https://doi.org/10.5539/elt.v4n1p91
Graham, C. R. (2006). Blended learning systems: Definition, current trends, and future directions. In C. J. Bonk & C. R. Graham (Eds.), The Handbook of Blended Learning (pp. 3–21). San Francisco: Pfeiffer Publishing.
McCarthy, J. (2010). Blended learning environments: Using social networking tools to enhance the student learning experience. Australasian Journal of Educational Technology, 26(6), 729–740. https://doi.org/10.14742/ajet.1037
Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2013). The effectiveness of online and blended learning: A meta-analysis of the empirical literature. Teachers College Record, 115(3), 1–47.
About Author—Sevara Uzaqova
Currently a third-year undergraduate student specializing in Foreign Languages and Literature at Uzbekistan State World Languages University
Competitor and active participant in the TedxUzswlu competition
Member of the “Universe” Volunteer School, engaging in community service and leadership development programs
Participant and presently serving as a member of the organizing team for the “Sefer” project, contributing to its planning and execution
Volunteered at the “Baynanminal Event”, organized by the “Chinor” community, assisting with event coordination and management
Active member of the “Marifat” Promoters Association, involved in educational outreach and awareness campaigns
RESEARCH AND YOUTH: MODERN APPROACHES AND PROMISING DIRECTIONS
Maftuna Rustamova
Republic of Uzbekistan, Bukhara region
Abstract:
This article analyzes the role of young people in scientific activity in modern society, its problems and solutions, as well as innovative approaches to the development of science. Practical proposals are made to increase interest in science among young people, motivate them, and realize their scientific potential.
Keywords:
Young scientists, scientific research, innovation, education, modern technologies, progress, encouragement.
Login:
The 21st century is the century of information, technology and science. The future of every society depends, first of all, on the knowledge, thinking and scientific potential of the younger generation. One of the priorities of the state policy towards youth in the Republic of Uzbekistan is to involve them in scientific activities and support young scientists.
Main part:
1. The need to increase young people’s interest in science
Today, scientific progress around the world is developing at an unprecedented pace. However, most young people are not pursuing scientific activities, but rather pursuing practical, profitable fields. This is especially noticeable in the technical and natural sciences.
The following are being implemented in Uzbekistan to address this problem:
The activities of the Youth Academy and Councils of Young Scientists are being strengthened;
The number of scientific competitions and grants is increasing;
International conferences and internships are being organized.
2. Science and innovation: an integrated approach
Today’s youth are not only creating theoretical knowledge, but also creating practical results through innovative, startup projects. For example, scientific developments in the fields of IT, biotechnology, artificial intelligence, and ecology are not only generating scientific articles, but also bringing economic benefits.
The following are important:
Developing STEM education;
Increasing digital literacy;
Promoting scientific thinking among young people.
3. Obstacles to scientific activity and their elimination
The main obstacles faced by young people in their scientific research are:
Lack of sufficient academic mentors;
Poor scientific article writing skills;
Limited financial resources.
Suggestions:
Establishing a “Youth Science Club” at each university;
Free seminars on writing scientific articles;
Organizing a “Young Scientists Forum” at least once a year.
4. The future of science is in the hands of young people
Today’s young generation is growing up with the internet, artificial intelligence, and digital technologies. For them, science is not just about the laboratory, but also about knowledge exchange on the global network, online courses, and international cooperation.
For example, access to platforms such as Google Scholar, ResearchGate, and Scopus is helping to unlock the scientific potential of young people.
Conclusion:
Arousing young people’s interest in science is the task not only of the state, but also of every teacher, scientific supervisor, and parent. Scientific progress begins with young people and is strengthened through their research. The bright future of our country is certainly in the hands of knowledgeable and inquisitive young people.
References:
Resolutions and decrees of the President of the Republic of Uzbekistan ( www.lex.uz )
UNESCO Youth and Science Global Report, 2023
Google Scholar article database
“Youth and Scientific Research” – National University of Uzbekistan Publication, 2024
it was no time for love outside- old winds of worship found hand and mouth in ruined rain slanting over cultured fields into pagan barns with patched up planks finding us two misfits.
i felt the pulse of your undressed fingers transmit thoughts to my senses- aroused by autumn scents of milky musk and husky hay in this barn’s faith we climbed the rungs of civilisation so random in our exile-
and found a bell housed inside a minaret- with priest and muezzin sharing its balcony- summoning all to prayer with one voice- this holy music, was only the wind blowing through the weathervane, but we liked its tone to change its time.
LOW VAULTED CEILINGS
within those man stone walls promoting their god bringing us to him i told the priest- you tell us to be content with poverty while you live in this big house throwing us scraps begged from money lenders. this is not what Jesus asked his disciples to do. this is not what he died for. he said live amongst us and share what they have. the priest, red with rage, oppressive and oppressed- pulled my mam aside made her shrink in his stare weep in his words walk me in our sins from his dark-damp house of angels. outside in feral sunshine i pointed to grinning gargoyles chasing chastened shadows back down primitive paths- to a cellar flat, bare bulb dangling prison beam probing baptised flesh and mam tipped tears soaking into straw mattresses sucking up cold from the flagstone floor woodworms eating a Van Gogh table where six mouths sat sharing stale bread and cold beans with whiskered skirting board mice. years later, i left Dedalus in Dublin in the pages of a book to his epiphany and Jesuit suit of guilt- while i quenched my glistening fruit in street light ladies- drenched in smokey curling dancing clouds and stories from voices bouncing off low vaulted ceilings caressing human in darkness.
OLD CAFE
a rest, from swinging bar and animals in the abattoir- to smoke in mental thinks spoken holding cooling drinks.
counting out old coppers to be fed in the set squares of blue and red plastic table cloth- just enough to break up bread in thick barley broth.
Jesus is late after saying he was coming back to share the wealth and real estate of capitalist cunning.
maybe. just maybe. put another song on the jukebox baby: no more heroes anymore. what are we fighting for-
he’s hiding in hymns and chants, in those Monty Python underpants, from this coalition of new McCarthy’s and its institutions of Moriarty’s.
some shepherds sheep will do this dance in hypothermic trance, for one pound an hour like a shamed flower,
watched by sinister sentinels- while scratched tubular bells, summon all to sunday service where invisible myths exist-
to a shamed flower with supernatural power comes the hour.
AN OLD WOODEN BOAT
an old wooden boat,
the long sail through erotic journey
tattered and torn,
lip red paint peeling on planked carcass,
bleaches on a sandbar-
the silent tributary
of its river bed
dried and cracked.
smudges of mascara
over scented seasons
woman the shell of a dress
she wore
with full breasts
and firm behind.
i remember-
don’t take
the corn coloured sun for granted,
or ignore
her constellation and unmentioned course,
unless, you want to pace the deck,
invisible to love
counting silent stars
talking to the unknown.
DOES HER FAR BEAUTY KNOW
does her
far beauty know
where my thoughts go
without her
when i walk
in lush rain lashing down-
squatting in enclosed fields
of remote wheat and barley
around told feudal cities and towns-
to talk
to fate and how it feels
to be emptied entirely
of hopes sounds-
these evolutions
fill rich men’s purses
and revolutions
are poor universes
that try to bend
the unequal
to be equal
without end.
does her
far beauty know
where my thoughts go
with her
when i walk
in lush rain lashing down-
soaked in moments come to this
paradise and precipice
belonging
bonding
thoughts
serendipitous
blowing into us-
gives shelter to the self
of us and other else-
unlike bare rooms we rent
to leave behind
when change moves us to fit
into it-
with only our echo and scent
of passion and mind.
Strider Marcus Jones – is a poet, law graduate and former civil servant from Salford, England with proud Celtic roots in Ireland and Wales. He is the editor and publisher of Lothlorien Poetry Journal https://lothlorienpoetryjournal.blogspot.com/. A member of The Poetry Society, nominated for the Pushcart Prize x3 and Best of the Net x3, his five published books of poetry https://stridermarcusjonespoetry.wordpress.com/ reveal a maverick, moving between cities, playing his saxophone in smoky rooms.
“The girl won’t earn a city by studying,” — this phrase has sadly become deeply rooted in our culture, and unfortunately, many parents still agree with it. But if a girl is given a chance, if she’s supported and trusted — she can make it happen. Maybe if you give her a little trust, she’ll return it a thousandfold with results!
Yes, they say a girl doesn’t need to be strong — but she already is strong! Because she feels, she endures, she dreams — and most importantly, she possesses an invincible strength no one can see. Yet that power is often dimmed by just a few words: “You’re a girl — know your place!” “You’re a girl — even if others speak, you stay quiet!” “A girl who steps out isn’t a good girl!” And so on…
But why shouldn’t a girl dream? Why should her life be limited to housework? After all, girls have dreams in their hearts too… They too have a journey, a fight, a power!
I’ve seen it. I’ve seen how girls bury their dreams deep inside, Only because of words like “She can’t do it,” Only because no one believed in her.
But I know this: If you show even a little trust in a girl, She becomes a hundred times stronger. If the road is open — she runs. If there’s a hurdle — she jumps. If she’s silent — she screams within.
She’s not just a pair of beautiful eyes. She is power. She is will. She is life!
I’m not writing this article for no reason. These words are not just for myself, But for every girl who couldn’t show her strength.
How long will we stay silent? How long will phrases like “You’re just a girl” kill our dreams?
In conclusion, A girl doesn’t need to become strong — she’s already strong. Her power isn’t just physical — it lives in her spirit, her dreams, and every step she takes. But recognizing that strength, believing in it, and helping it rise to the highest peaks — that’s our responsibility.
Giving girls opportunities, supporting them, fighting beside them — this can change the world.
Every girl carries great dreams in her heart, And to make those dreams come true, she only needs one thing: trust. If we give her a chance, no obstacle will stand in her way.
So let’s believe in girls, acknowledge their strength, and create space for them — Because doing so won’t just transform our society, It will transform the world.
A girl who believes in her power and fulfills her potential Doesn’t just uplift her own life — She elevates future generations. Because a girl — she is not only the future, She is the very force that shapes life today.
Know this well: A girl is power! A girl is trust! A girl is the future!
Kumushbibi Kholikulova was born on September 8, 2012, in Yakkabog‘ district, Kashkadarya region of Uzbekistan. She studies at School No. 34. She has helped nearly 200 girls in their personal development. She has taught English and Turkish to around 100 girls and helped them achieve results. She is the founder of the Kadirovna’s Blog channel and the founder of about 10 projects. She has been interviewed on television and radio and is the holder of many international certificates. She is the winner of 1st place in the district in the “Young Reader” competition. Her creative works have been published in many prestigious international journals and anthologies.
A whirlwind of people, a river of indifferent faces, and then, you.
A glimmer in the urban grayness, an off-key note in the symphony of asphalt.
Your smile, a crack in the wall of my solitude, letting in the light of an unexpected sun.
The noise of the city fades, only the echo of your voice remains, a melody etched in the silence of my soul.
That crossroads, once an anonymous dot on my map, is now a beacon, a sacred place, the epicenter of a universe that revolves only around you.
Time, once a relentless river, now stops, bends, adapts to our encounter.
Memory, a parched garden, blooms with the memory of your gaze, of your hand brushing mine, a fleeting touch that becomes eternity.
This asphalt, a silent witness to our first encounter, holds the secret of an unexpected love,
a love that sprang from the dry earth of the city,
an oasis in the desert of routine.
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.
