I WISH MY STEPMOM DIDN’T HAVE MY PHONE NUMBER
on Father’s Day
my stepmom texted me-
“I can’t believe you haven’t called your father!”
I wish I could’ve texted her in 1988-
”I can’t believe you’re a home wrecker!”
but I was just a powerless
lost
10 year old
made of tears
and I didn’t know what to do but wish
I hadn’t forgotten to call my father today
I was sick in bed
I’m about to call him now
thank god for cell phones
now there’s no chance of my stepmom
picking up
Blended Learning: Combining Traditional and Online Teaching Methods
Ibodullayeva Dilnura Shavkat qizi
Uzbekistan State World Languages University
English First Faculty
Abstract: Blended learning is an instructional approach that integrates traditional face-to-face teaching with digital learning tools to enhance educational outcomes. In the context of English as a Foreign Language (EFL) education, this model offers a balanced framework that supports both language proficiency and learner engagement. By combining in-class interaction with online resources such as videos, mobile applications, and interactive assignments, blended learning fosters a more flexible and student-centered environment. This article examines the concept and principles of blended learning, highlighting its key advantages, including improved learner autonomy, increased motivation, and personalized learning paths. It also addresses common challenges such as technological limitations, teacher preparedness, and student adaptation. Practical strategies for effective implementation in EFL classrooms are discussed, with a focus on maintaining instructional quality and promoting active learning. Overall, blended learning emerges as a powerful tool for modernizing English language instruction and meeting the diverse needs of today’s learners in a rapidly evolving educational landscape.
Keywords: Blended learning, English teaching, digital education, online tools, language learning, hybrid instruction
As technology becomes more important in our lives, the way people learn is also changing. Traditional teaching methods that rely only on books, blackboards, and classroom discussions are no longer enough to meet the needs of 21st-century learners. Today’s students often expect more flexible, interactive, and personalized ways of learning. This is especially true in language education, where practicing speaking, listening, reading, and writing requires regular engagement both inside and outside the classroom.
Blended learning (also called hybrid learning) offers a modern solution. It mixes two styles of teaching:
1. Traditional classroom learning with a teacher present
2. Online learning using websites, mobile apps, and digital platforms
By combining these methods, teachers can offer more dynamic and flexible lessons. Students can benefit from direct instruction as well as self-paced learning at home. This article discusses why blended learning is effective for teaching English and how teachers can use it successfully.
Blended learning is not just about using technology in class; it is about creating a balance between physical interaction and digital experiences. For example, a teacher may introduce a grammar topic during a class session, then assign related practice exercises on a learning platform like Google Classroom or Quizlet. Students complete these tasks at home, receive instant feedback, and then return to class ready to practice speaking or ask questions.
Blended learning can include:
The goal is to give students more control over how and when they study while keeping the teacher involved as a guide and support system. Blended learning allows students to study at their own pace. For example, a student who needs more time to understand passive voice in English can watch tutorial videos several times until they feel confident. Meanwhile, faster learners can move on to new materials.
Using multimedia tools such as short videos, animated grammar lessons, and online games can make learning fun and exciting. This increases student motivation, especially among young learners who are familiar with smartphones and tablets.
In traditional classrooms, students often depend on the teacher for answers. But blended learning encourages independent learning. For example, a student practicing pronunciation using a mobile app can correct their own mistakes and repeat as many times as needed. This builds self-confidence and autonomy.
Students can watch pre-class videos or do short readings before lessons (flipped classroom model). Then, classroom time is used for speaking activities, peer interaction, and practical tasks. After class, students can review what they learned online.
Teachers can use online platforms to track students’ progress, give feedback, and manage assignments easily. This saves time and allows for more effective planning. In many regions, students may not have access to computers, smartphones, or stable internet connections. This creates digital inequality, which can limit the success of blended programs. Not all teachers are trained in using digital tools or designing online content. Without training, it is difficult to integrate technology into lessons meaningfully.
Blended learning requires students to manage their own time and complete tasks without close supervision. Some students may lack the motivation or responsibility to complete online homework.
Creating good blended lessons takes time and skill. Teachers must carefully connect online and offline tasks so that they support each other. Poor planning can lead to confusion or repetition.
To implement blended learning effectively in English language instruction, educators should adopt a strategic and structured approach that aligns pedagogical goals with appropriate technological tools. A gradual and well-supported transition is essential for long-term success and sustainability. One of the first principles is to start with simple, accessible tools. Teachers may begin by integrating familiar digital resources such as YouTube for authentic listening practice or Google Docs for collaborative writing tasks. This minimizes cognitive overload and allows both teachers and students to build digital confidence before transitioning to more advanced learning management systems (LMS) or platforms such as Moodle, Canvas, or Microsoft Teams.
An effective strategy is to integrate language skills in meaningful ways. For instance, grammar or vocabulary lessons can be paired with interactive speaking or writing tasks conducted online. This integrated approach enhances both linguistic competence and communicative fluency. Additionally, digital feedback tools such as Edpuzzle, Socrative, and Quizlet offer immediate, personalized feedback that helps learners self-monitor progress and engage in formative assessment. These tools can significantly increase learner motivation and autonomy.
Another innovative method is the flipped classroom model, where instructional content (e.g., video lectures or reading materials) is delivered prior to class, allowing classroom time to be used for interactive activities such as role-plays, discussions, or peer reviews. This model not only maximizes student talk time but also encourages higher-order thinking and learner-centered instruction.
In K–12 settings, the involvement of parents and school supervisors plays a crucial role. Parents can assist younger learners with time management, ensure consistent access to digital tools, and reinforce learning routines at home. Administrative support is also vital for providing necessary infrastructure, professional development, and monitoring implementation.
By adopting these pedagogically sound and technologically supported strategies, English language teachers can create an inclusive and dynamic blended learning environment that meets the diverse needs of 21st-century learners, enhances motivation, and improves language acquisition outcomes.
Blended learning has emerged as a sustainable and forward-looking instructional approach within English language education, offering a balanced integration of traditional pedagogy and digital innovation. By combining the immediacy and interpersonal benefits of classroom interaction with the flexibility, accessibility, and diversity of online resources, this model addresses a wide range of learner needs and enhances both engagement and language proficiency. The dual modality not only facilitates the development of core linguistic skills but also fosters learner autonomy, digital literacy, and motivation—key components for success in 21st-century education.
Furthermore, the model supports differentiated instruction, enabling teachers to tailor materials and tasks according to individual learners’ pace, proficiency levels, and learning preferences. This level of adaptability is particularly beneficial in heterogeneous classrooms and under-resourced educational settings.
Despite certain challenges—including inconsistent access to technology, lack of institutional infrastructure, and the need for ongoing teacher training—these issues can be mitigated through strategic planning, sustained professional development, stakeholder collaboration, and evidence-based policy frameworks. The growing availability of educational technologies and the increasing familiarity of both students and teachers with digital tools further support the viability of this approach.
As global educational landscapes continue to evolve in response to technological, social, and economic shifts, blended learning is poised to become a cornerstone of innovative and inclusive English language instruction. Its capacity to merge pedagogical tradition with technological advancement ensures that it will remain a relevant and effective model for cultivating communicative competence and lifelong learning skills in diverse learning environments.
References
1. Graham, C. R. (2006). Blended learning systems: Definition, current trends, and future directions. In Bonk, C. J., & Graham, C. R. (Eds.), The Handbook of Blended Learning. San Francisco: Pfeiffer.
2. Horn, M. B., & Staker, H. (2015). Blended: Using Disruptive Innovation to Improve Schools. San Francisco: Jossey-Bass.
3. Dudeney, G., & Hockly, N. (2007). How to Teach English with Technology. Pearson Education.
4. Picciano, A. G. (2017). Theories and Frameworks for Online Education. Online Learning Journal, 21(3), 166–190.
5. Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2010). Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies. U.S. Department of Education.
Backend programming languages and their advantages
A backend developer provides functionality for a website or web application, data processing. Therefore, backend developers must be familiar with working with data warehouses. They are also required to be able to work with algorithms of varying degrees of complexity and build architectures for projects. In fact, backend refers to both software and hardware. However, historically, backend has also been clearly distinguished from web-development. And this is currently the most popular area.
Backend programming languages are used to create applications that run on the server side. With the help of these languages, you can process data, write server logic and work with databases. Some popular backend programming languages are:
A backend developer must know at least programming languages such as Java, Python, Ruby, etc.
Popular programming languages in which backend developers write code are PHP, Ruby, Python, Node.js, C # and Java. A good backend developer will usually be a master of one of these languages, but will also have the ability to code in 2 or 3 programming languages. Backend developers will also need to be proficient with at least one of the following databases: MySQL, PostgreSQL, Oracle, and SQL Server.
PHP is a common scripting language that is widely used for developing web applications. It is currently supported by a large number of hosting providers and is one of the leading languages used for creating dynamic websites.
Many content management systems, with backend languages that cannot do JavaScript, are built in the same programming language as many large, complex web applications.
The Java software platform is a set of software products and specifications from Sun Microsystems, formerly an independent company and now a subsidiary of Oracle Corporation, that together provide a framework for developing software and integrating it into any cross-platform application.
Ruby is a dynamic, reflective, interpreted high-level programming language. The language has operating system-independent multiprocessing, powerful dynamic typing, a garbage collector, and many other features.
Python is a high-level general-purpose programming language aimed at improving programmer productivity and code readability. The Python core syntax is minimalist. At the same time, the standard library contains a large set of useful functions.
A backend developer pays close attention to the architecture of databases, scripts, and websites. The code written by BackEnd developers helps to deliver database data to the browser.
BackEnd developers usually work with developers on the front-end to work on the design of a site or application (or to make changes to this design if necessary) and to develop their code.
Go was developed by Google, has high performance and ease of use.
C# is used to create scalable web applications using the .NET framework.
These languages are different from each other and are chosen depending on the requirements of the project. Each language has its own advantages and disadvantages, so programmers make a choice based on their needs. Backend programming languages have several advantages. These languages allow you to create applications that run on the server side. The following are the main advantages:
1. Data Ingestion: Receiving and processing requests from users or other systems.
2. Data Processing: Analyzing, correcting, and applying the necessary logic to the received data.
3. Database Management: Performing CRUD (Create, Read, Update, Delete) operations, i.e. creating, reading, updating, and deleting data.
4. API Creation: Creating RESTful or GraphQL APIs to communicate with the user interface or other services.
5. Security Provisioning: Establishing authentication (user authentication) and authorization (user permissions control) mechanisms.
6. Error Handling: Detecting and handling errors that occur in the application, and delivering appropriate messages to the user.
7. Logging: Implementing logging functions to monitor system activity and problems that occur.
8. System Expansion and Optimization: Adding new features as the application grows, improving performance, and optimizing resources.
9. Server Management: When the application is deployed on the server, dealing with server configuration, monitoring, and updates.
These activities represent the main processes performed by backend developers in application development. The goal of each activity is to ensure the reliability and efficiency of the system.
Conclusion: If the question arises, “How is this organized, or in what sequence are tasks performed?”, Backend should be chosen. Backend programming languages are used to create applications that run on the server side. These languages are used to process data, write server logic, and work with databases.
References:
2.https://www.coursereport.com/blog/front-end-development-vs-back-enddevelopment-where-to-start
3. https://www.guru99.com/what-is-backend-developer.html
Olimova Muslima was born on August 7, 2007 in Asaka, Andijan region. Her interest in science and technology from a young age made her a talented and hardworking person. Muslima graduated from school No. 13 of Asaka district with a gold medal and became a prizewinner at the regional stage of science Olympiads.Currently, Muslima is a 1st-year student at Andijan State Technical Institute, majoring in “Information Systems and Technologies”. She is an ambassador of the “Wakelet” community in Uzbekistan and works in the field of global science.Muslima has published many scientific articles, theses and books, her books are sold in 26+ countries. As a Star Up winner and founder of Muslima Academy, she inspires young people, implements new ideas and scientific innovations.Muslima’s achievements make her famous not only in her country, but also worldwide. Her life and work are a source of inspiration for young people, demonstrating the importance of determination and hard work in realizing dreams.
Dream Note: Road Repair
For no apparent reason, he suddenly stood outside a village
rows of poplar forests, neatly staggered, dividing the fields
He halted in the middle of a dirt road—puddles, mud
as if it had just rained, leaving him trapped between
Ahead: endless countryside and a black path stretching on
Behind: a strange village where no one knew his name
villagers seemed to want no part of him
ignoring his awkward plight without a second glance
Just then, eldest brother Yongping abruptly appeared
his calmness offered a momentary sense of peace
They began stuffing dry soil into the puddles
to repair the road—the blue sky in the puddles
Gradually shrinking, fragmenting, yet the mud remained
too slick to tread, as if the road were sinking deeper
They abandoned the effort, then started urinating there
like in childhood, urine arcing clear and strong
no laughter—their faces grave
ss if this were a duty that must be done
Alone on the road, just the two brothers
the village lay silent, as if long deserted
the fresh post-rain air filled the green fields
No one knows if they ever left safely
June 23, 2025
记梦：修路
不知怎么他突然就到了一座村庄外面
一排排白杨树林，错落有致，隔断了田野
他停在一条土路中间，水洼，泥泞
似乎刚刚下过雨，他进退不得
向前是无尽的乡野和黑色的小路
向后是陌生的村庄，没有人认识他
村民们似乎也不想与他有任何关联
对他尴尬的处境视而不见
就在这时，大哥永平突然出现了
他的平静让他暂时安下心来
他们开始往水洼里填干土
要把道路修好，水洼里的蓝天
渐渐缩小，破碎，但依然泥泞
不堪涉足，似乎道路在不断下沉
他们放弃了努力，开始向那里撒尿
像童年时一样，尿液的抛物线清晰，强劲
他们没有笑，他们很严肃
似乎这是一件必须完成的任务
路上只有他们兄弟二人
村子里一片寂静，似乎已经无人居住
雨后清新的气息弥漫在绿色的田野里
无人知道，他们是否安全地离开了那里
2025年6月23日
Love
I need you, love
I need you, love,
to show me the darkness
of your depth.
The abyss of spirit captivates me…
I need you to call the rains
from my darkest skies;
I will face seizure from the night.
I have waited for your exiled embrace
since the morning winds.
Now, the silence of the moony season
frowns darkly and I am still alone.
Dustin Pickering
USA
Sun of the Love – My mother
In your pure love, the Sun takes form,
You keep us safe, you keep us warm.
You feed us first, though you go without,
My Heaven, my mother, of that no doubt.
Your hair turns white for all you’ve done,
Yet live for us—your every son.
In life’s long path, you’re my one guide,
Your every word—a truth worldwide.
Dear Mother, may you ever be well,
An angel where our joy shall dwell.
May you and Father long remain,
The crowns of love I can’t explain.
THESE ARE NOT LEAVES
These are not leaves that the autumn
throws on my hair, my shoulders;
they are hands greeting me today
while I drag an old and heavy suitcase
that keeps the seasons we lived together.
These are not raindrops running down
my cheeks, but tears: so limpid and clear.
These are not puddles reflecting now my
face but rivers of thoughts and reflections.
Goodbyes always hurt; they leave you
bitter in the heart, even if, somewhere
out there, a world of magic colors waits…
MY ANIMA, A FEATHER
It was just a quick embrace, like
the elusive flight of a butterfly
brushing in an instant your hair.
It was just a warm hug inside a
body that trembled like a leaf,
that anonymous world, which
was a thousand times much
more familiar than my house.
It was nothing more than a hug,
but who knows why—in those
moments, my anima felt so light,
like a feather that ascends to the sky.
THE SPECTACLE OF THE SKY
It is the same light when I get up fast,
when I run towards the bus like crazy,
when it passes me by and I rest there,
just like a melancholic stain.
It’s the same tree and the same people
I see every day, the same trembling of
leaves and the delicate fall of them.
But the sky shows a diverse spectacle;
sometimes it’s gray, sometimes blue
or covered with a handful of clouds,
so soft and white. It often shows me
a plane that crosses it noisily, just like
a giant bird with its rigid, immovable
wings flying towards the infinite.
IRMA KURTI is an Albanian poet, writer, lyricist, journalist, and translator and has been writing since she was a child. She is a naturalized Italian and lives in Bergamo, Italy. Kurti has won numerous literary prizes and awards in Albania, Italy, Greece, Switzerland, USA, Philippines, Lebanon and China. She was awarded the Universum Donna International Prize IX Edition 2013 for Literature and received a lifetime nomination as an Ambassador of Peace by the University of Peace, Italian Switzerland. In 2020, she became the honorary president of WikiPoesia, the encyclopedia of poetry. In 2021, she was awarded the title of Liria (Freedom) by the Italian-Albanian community in Italy. She received the Leonardo da Vinci and Giacomo Leopardi prizes from the Chimera Arte Contemporanea Cultural Association of Lecce. The same association also honored her with the European Ambassador Award and named her the Best Poet of the Year in 2022.
She received the Grazia Deledda medal and diploma of merit from the National Committee of WikiPoesia on the 150th anniversary of the birth of the great Italian poet. In 2023 she was awarded a Career Award from the Universum Academy Switzerland.
Irma Kurti is a member of the jury for several literary competitions in Italy. She is also a translator for the Ithaca Foundation in Spain.
Irma Kurti has published more than 100 works, including books of poetry, fiction and translations. She is one of the most translated and published Albanian poets. Her books have been translated and published in 21 countries.