“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.
This research explores the influence of Task-Based Language Teaching (TBLT) on the development of speaking skills among ESL learners. Speaking remains one of the most complex areas for language learners, often hindered by limited exposure, anxiety, and lack of real-life interaction. TBLT emphasizes meaningful communication through structured tasks, offering learners opportunities to use language in realistic and engaging contexts. The study involved intermediate-level ESL students, who were divided into two groups: one receiving task-based instruction, and the other taught through traditional methods. Pre- and post-tests, as well as student interviews, were used to evaluate speaking performance. Results showed that the task-based group demonstrated significant improvement in fluency, confidence, and communicative competence. The findings suggest that incorporating TBLT into ESL speaking classes can enhance language use in a more practical and learner-centered way.
Keywords
Task-Based Language Teaching, speaking skills, ESL learners, language acquisition, communicative competence, oral fluency, classroom interaction, language pedagogy, student engagement, real-life tasks
Speaking is one of the most vital yet challenging skills to acquire in second language learning. While grammar and vocabulary form the foundation of language, speaking is the most immediate and practical tool for communication. In many ESL contexts, students struggle to express themselves confidently due to a lack of interactive practice, high affective filters such as fear or embarrassment, and overreliance on written or passive language use.
Task-Based Language Teaching (TBLT) has emerged as a powerful approach to address these challenges. Unlike traditional methods that focus on form and repetition, TBLT promotes language learning through tasks that reflect real-world situations. These tasks encourage learners to use language spontaneously, negotiate meaning, and focus on fluency over perfect accuracy. As Ellis (2003) explains, TBLT provides meaningful communication opportunities that simulate authentic language use.
In many ESL classrooms, speaking practice is limited to mechanical drills or scripted dialogues, which may not fully prepare learners for real-life conversations. This study aims to examine whether the integration of task-based instruction can enhance speaking performance among university-level ESL learners. By comparing the outcomes of students exposed to TBLT and those following a traditional speaking curriculum, the research seeks to contribute to the growing body of evidence supporting communicative, learner-centered methodologies.
Task-Based Language Teaching is rooted in communicative language teaching principles and emphasizes learning through doing. Ellis (2003) defines a task as a meaningful activity where the focus is on using language to achieve a real outcome. This aligns with the idea that speaking develops most effectively when learners are required to express opinions, solve problems, or perform actions using the target language.
Willis and Willis (2007) emphasize that task-based activities promote natural language use, especially when learners must work together to complete a task. Tasks such as role-plays, information gap activities, and debates provide opportunities for negotiation of meaning — a key factor in language acquisition. These interactive settings allow learners to use language more flexibly and confidently.
Skehan (1996) adds that TBLT allows for a balance between fluency, accuracy, and complexity. While traditional instruction may overemphasize grammar, task-based activities push learners toward practical communication, which often leads to improved fluency. Furthermore, learners are exposed to authentic input and are encouraged to respond creatively and meaningfully.
Several studies support the positive impact of TBLT on speaking development. Ahmadian and Tavakoli (2011) found that Iranian EFL learners who participated in task-based speaking activities improved in fluency and lexical variety. Similarly, Nunan (2004) observed that learners became more active and confident speakers when exposed to tasks that required problem-solving or decision-making.
However, implementing TBLT effectively requires careful task design and teacher guidance. Carless (2007) warns that poorly structured tasks may lead to off-task behavior or minimal language use. Teachers must scaffold activities appropriately and ensure that tasks are relevant, engaging, and suited to the learners’ proficiency level.
In summary, the literature suggests that TBLT provides a more dynamic and effective path to developing speaking skills than many traditional approaches. The present study builds on this foundation by applying task-based instruction in a university ESL setting and measuring its effect on students’ oral performance.
This study employed a quasi-experimental design to examine the impact of Task-Based Language Teaching (TBLT) on the speaking skills of ESL learners. The participants were 40 university students enrolled in an intermediate-level English speaking course. They were divided into two equal groups: an experimental group (20 students), which received task-based instruction, and a control group (20 students), which continued with a traditional communicative teaching approach.
The research was conducted over a period of six weeks. The experimental group took part in task-based speaking sessions twice a week, where each session involved a carefully designed communicative task. Tasks included role-plays, problem-solving discussions, storytelling, and decision-making activities. All tasks were designed to encourage authentic communication and spontaneous language use.
The control group, on the other hand, followed a conventional speaking syllabus that emphasized grammar-based dialogues, textbook conversations, and teacher-led question-answer sessions. Both groups were taught by the same instructor to ensure consistency in delivery style and assessment.
To measure improvement, students completed a pre-test and post-test, both of which were oral assessments graded using a standardized speaking rubric. The rubric evaluated fluency, pronunciation, vocabulary use, and grammatical accuracy. In addition, semi-structured interviews were conducted with selected students from both groups to gather qualitative feedback on their experience and perceived progress.
Quantitative data (test scores) were analyzed using paired sample t-tests to compare pre- and post-test results within and between groups. The qualitative data (interview responses) were coded and analyzed thematically to gain insights into students’ perceptions of the learning process.
This mixed-method approach allowed for both objective measurement of speaking improvement and a deeper understanding of how task-based instruction influenced learners’ motivation and confidence.
The analysis of the pre- and post-test speaking scores revealed a noticeable improvement in both groups; however, the experimental group, which received task-based instruction, showed a significantly higher level of progress. On average, students in the experimental group improved their scores by 30%, while the control group showed an average improvement of only 15%.
In particular, the fluency and lexical range of the experimental group improved more than those of the control group. Students who engaged in task-based activities demonstrated a greater ability to speak at length, express ideas more clearly, and use a wider variety of vocabulary. Their performance in spontaneous speech also improved, with fewer pauses and filler words, suggesting increased confidence and automaticity.
The interview data further supported these findings. Many students in the task-based group reported that the tasks felt more “real” and “relevant” than their previous classroom speaking exercises. Several participants mentioned that role-plays and problem-solving activities pushed them to think in English and react quickly, which helped reduce their hesitation and anxiety when speaking. One student stated, “It felt like real conversation, not just repeating what’s in the book.”
In contrast, students from the control group generally expressed that their lessons felt more controlled and focused on correctness. While some appreciated the structure, others admitted that they had few opportunities to speak freely or explore topics beyond what was in the textbook.
These findings align with previous research by Ahmadian and Tavakoli (2011), who found that task-based speaking activities significantly improved fluency and lexical complexity. The results also support Willis and Willis’s (2007) claim that meaningful tasks increase student engagement and promote more authentic language use.
However, it is important to note that a few students in the experimental group initially found the open-ended nature of tasks challenging. Some lacked confidence at first and preferred clearer guidance. This suggests that while TBLT is highly effective, its success may depend on how tasks are introduced and scaffolded — especially for learners not accustomed to learner-centered approaches.
Overall, the findings indicate that Task-Based Language Teaching can be a powerful method for improving speaking skills in ESL contexts. It not only enhances linguistic performance but also increases learners’ willingness to communicate, which is a critical factor in language acquisition.
This study set out to investigate the role of Task-Based Language Teaching (TBLT) in developing speaking skills among ESL learners. The results demonstrated that students who participated in task-based instruction made significantly greater progress in fluency, lexical variety, and confidence compared to those who followed a traditional speaking curriculum. These findings reinforce the idea that language is best learned through meaningful use, especially in contexts that reflect real-life communication.
Task-based activities provided students with authentic speaking opportunities, encouraged spontaneous expression, and reduced their reliance on memorized phrases. As learners engaged in role-plays, problem-solving discussions, and collaborative tasks, they developed not only linguistic competence but also interpersonal skills such as turn-taking, negotiation, and self-correction. This confirms earlier research suggesting that TBLT can transform the classroom into a space for purposeful language use, rather than mere language practice.
The study also revealed that students responded positively to the dynamic nature of task-based lessons, with many expressing increased motivation and willingness to speak. However, the success of TBLT depends largely on the design of the tasks, teacher guidance, and the learners’ readiness to adapt to interactive methods. Some learners initially struggled with the open-endedness of tasks, indicating a need for gradual scaffolding, especially in contexts where teacher-centered instruction is the norm.
From a pedagogical perspective, the findings suggest that incorporating TBLT into ESL speaking courses can offer a more engaging and effective alternative to conventional approaches. Language instructors should consider integrating carefully structured, level-appropriate tasks that encourage both fluency and reflection. Institutions may also benefit from training educators in TBLT methodology to ensure successful implementation.
Future studies could explore the long-term effects of task-based instruction on oral proficiency, or examine how TBLT influences speaking performance in different cultural and educational contexts. Additionally, further research might compare the effectiveness of various task types, or look at how learners with different personalities and language backgrounds respond to task-based approaches.
In conclusion, Task-Based Language Teaching offers a practical, learner-centered framework for improving ESL speaking skills. When thoughtfully applied, it has the potential to make language learning more interactive, communicative, and ultimately, more successful.
References
Ahmadian, M. J., & Tavakoli, M. (2011). The effects of simultaneous use of careful online planning and task repetition on accuracy, complexity, and fluency in EFL learners’ oral production. Language Teaching Research, 15(1), 35–59. https://doi.org/10.1177/1362168810388721
Carless, D. (2007). The suitability of task-based approaches for secondary schools: Perspectives from Hong Kong. System, 35(4), 595–608. https://doi.org/10.1016/j.system.2007.09.003
Ellis, R. (2003). Task-based language learning and teaching. Oxford University Press.
Nunan, D. (2004). Task-based language teaching. Cambridge University Press.
Skehan, P. (1996). A framework for the implementation of task-based instruction. Applied Linguistics, 17(1), 38–62. https://doi.org/10.1093/applin/17.1.38
Willis, D., & Willis, J. (2007). Doing task-based teaching. Oxford University Press.
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
A snail shell fell out of my pocket while I was putting my coat away, and I had forgotten about picking it up. So nondescript and plain it was but also wonderful, part of the natural world. I had not had a chance to really look at it a lot. Unlike in stories or fable-like things, it was not extravagant or something one would really notice. In fact, it was not only generic and common to the area, but faded tremendously, perhaps for age or the sun, I am not sure.
Those worlds out there calmer than the other worlds so fast and ambitious, clever and calculating, crowded and often callous.
It was white with brown swirls that went around. I had always liked snails and half adopted them as the idea for a totem ‘animal’ or symbol when others chose the wolf, the eagle, the lion, or even the hawk. I could move fast, but chose to move slowly and just go however I did, come what fates may, much as the snail moved along slowly. If sensing almost anything, these type of snails anyhow, would move back into their shell.
Where did I find it?- at the end of a field where the land meets a stream, and the thawed waters now rush past intent on their destiny, alive alive alive,- a sure sign of if not spring having bloomed, then at least winter having ended. Some rocks are there and bits of ice still linger around them, remnants of the long frozen months. This is a liminal time, a moment between winter and true spring. Tall feral stalks and reeds golden, resilient, rising up still to the sun in the blue sky. Yes it just sat there alone and I figured I’d pick it up, hold it, and put it in my pocket.
Then as aforementioned, I forgot about it.
That area has a large woodpecker sometimes, and myriad small birds, plus there was a group of swans just a few days ago, having gathered in a little adjacent pond.
It’s not as if there is nothing to photograph, write about.
The snail shell I like. Who thinks about it?- especially since there is not even a snail. I am sure there are in the world somewhere, snail enthusiasts. And what can be thought of as the opposite even, was there yesterday. What? A heron flying across the way, and some people have argued that it is the most beautiful bird of birds. Definitely it is graceful, agile, majestic. Perhaps beyond compare. When it waves wings they look as if they are in slow motion.
But someone has to mind the lowly snail shell, I would think. Maybe not, but I would think so. Details. Forgotten things. Some artifacts never even seen at all.
Once a poor man picked up a penny and the others souls laughed. But the poor man became a rich man, who the world respected. Maybe though I have no motive one way or other, appreciating the snail might bring me some sort of luck or positive happenstance.
Please read these lines — they’re heartfelt, pure and whole.
Though my pen is weak, my words hold no disguise,
I took a page to try… still, no phrase justifies.
Mother… O my dearest mom,
Is your smile the morning sun,
Warming me in every hour,
Are your words the books I’ve won —
Each chapter growing mind and power?
Why is your heart so gently made?
So full of grace, so finely laid?
Here’s the news I want to share:
My Lord, He loves you — this I swear.
And what could be the secret cause
Of such beauty in soul and face?
Believe my words, I speak from truth,
Even the moon would feel disgrace!
Forget the moon — just look above,
The skies reflect your endless love.
What does it mean, this boundless light?
What truth does it reveal in sight?
It speaks of God’s own mercy deep,
That matches yours — so wide, so steep.
In short, to summarize it right:
Without you, joy has lost its light.
Among all realms that ever be,
No one on Earth could be like you!
I am a young poet from Zomin, Uzbekistan, born on May 15, 2007. Through my poetry, I seek to express deep emotions and the beauty of the motherly love that inspires and lights up our souls.
Annotation: This article provides information on the preschool education system, enhancing the quality of education, decisions related to preschool education, and the development of creativity in preschool-aged children through the educational and upbringing process.
Keywords: Preschool education, creativity, appliqué, activity centers, developmental domains, sub-domains, state program, state standards.
Today, every citizen of our country witnesses the unprecedented changes taking place in the field of preschool education. The government has never before paid such systematic and complementary attention and provided such practical support to the preschool education system, which is considered the foundation of the entire educational system.
The meeting held on August 16, 2017, was a historic milestone in the preschool education system. On that day, the President of our country spoke about strengthening the national gene pool and outlined many directions for the development of early childhood education.
In particular, important tasks were set to fundamentally reform the structure of the preschool education system and ensure full enrollment of children in these institutions.
“When we speak about the vital issue of education and upbringing in our lives, we must repeatedly recall the wise words of our ancestor Abdulla Avloniy: ‘Education and upbringing are a matter of life and death for us’,” the President said. In any field, we cannot achieve progress or a prosperous life without nurturing modern, competent personnel. Training such individuals and forming a healthy national gene pool starts first and foremost with the preschool education system.¹
In line with the Presidential Decree of September 30, 2017, “On measures to fundamentally improve the management of the preschool education system,” and the decision “On the organization of the activities of the Ministry of Preschool Education of the Republic of Uzbekistan,” a new system was introduced.
To that end, a modern, continuous education system was implemented, ensuring comprehensive social development of the individual. The main goals were to create a perfect educational system that enables children to become well-rounded individuals and to increase its effectiveness.
A child is the light of life, a continuation of the lineage, and the dream of a healthy generation—a value that has been passed down by our ancestors for millennia and forms the essence of our families, our lives, and our aspirations.
Special attention has been given at the state policy level to the upbringing of a healthy generation in our country. The future of our homeland is directly linked to the scientific potential, talent, and independent thinking of today’s youth. All conditions have been created in Uzbekistan for children’s education and upbringing.
By decision No. 802 of the Cabinet of Ministers of the Republic of Uzbekistan dated December 22, 2020, the “State Standard for Preschool Education and Upbringing” was adopted. Section 4.8 of this standard outlines the state requirements for the development of children of early and preschool age, the state curriculum for preschool education institutions, and its effective implementation in the educational process.
Section 4.13 of the state requirements elaborates on the “Creative Development” domain and its sub-domains:
Artistic perception of the world
Artistic and creative abilities
This domain emphasizes the requirement that “the child should have the ability to creatively transform the surrounding reality.” Based on the state curriculum, activity centers have been introduced in preschools to organize the educational and upbringing process effectively:
Language and speech center
Construction, modeling, and mathematics center
Art center
Dramatic play and role-play center
Science and nature center
Children’s creative abilities can be clearly observed during activities conducted within these centers. In particular, the role of the teacher is crucial in developing children’s creative potential and in creating the necessary conditions for their creativity.
The art center, in particular, offers opportunities to uplift the child’s mood and support their creative skills. Artistic talents like drawing or sculpting are not innate in every child, which may result in fewer children participating in this center. However, with proper equipment and regular instruction during morning and evening sessions, the center can be developed. Activities at the art center include appliqué, drawing, and clay work.
Appliqué is a technique for creating images by gluing or stitching colored paper, fabric, or other materials onto a base to form patterns, flowers, or pictures. This technique originated among nomadic peoples around 2,500 years ago. Through the summarization of educators’ experiences, the following benefits of appliqué have been identified:
Development of aesthetic perception and artistic taste
Development of artistic and graphic skills
Enhancement of imagination, creative thinking, and spatial awareness
Refinement of hand-eye coordination and fine motor skills
Acquisition of certain artistic creation techniques
Introduction to local and global artistic cultures
Identification of potential for future artistic professions
During these activities, children often create innovations, and sometimes offer original works in the form of drawings or constructions. Spatial imagination plays a vital role in the formation of creativity. Well-developed imagination is the foundation of creativity and contributes to the creation of new artistic images.
According to scientists, humans can distinguish around 1,300 different colors. This suggests that the world around us is rich with subtle hues and unique beauty. Activities in the art center not only introduce children to colors and their properties, how to combine them, and how to mix them to create new colors, but also strengthen their ability to differentiate colors.
Appliqué activities conducted in preschool institutions contribute to the development of sensory perception, aesthetic education, formation of labor skills, and the emergence of willpower and character traits in young children.
Appliqué stimulates imagination, encourages creativity, activates observation skills, and nurtures attention, imagination, and willpower. It also enhances hand skills and develops the ability to use scissors and glue. These modern teaching methods increase children’s engagement and interest. Through appliqué, children learn cutting techniques and create beautiful, creative works from paper, plants, and straw. Teaching non-traditional methods regularly within their chosen direction draws the children’s attention and inspires them to enjoy visual arts, appreciate beauty, and love the world around them.
Conclusion: In conclusion, all the reforms being implemented in our country in the field of education and upbringing aim to provide preschool-aged children with quality education and upbringing, uncover their creative abilities, raise them as mature and well-rounded individuals, and prepare them effectively for school education.
In developing the preschool education system, efforts are being made to organize educational processes based on modern information and communication technologies, to conduct training seminars in cooperation with international organizations’ trainers to improve teachers’ qualifications, to develop children’s motivation and creativity, and to create educational materials inspired by international achievements in the field of education.
References:
Presidential Decree of the Republic of Uzbekistan, PQ-3261, dated September 9, 2017, “On measures to radically improve the preschool education system”
Presidential Decree of the Republic of Uzbekistan, PQ-3305, dated September 30, 2017, “On the organization of the Ministry of Preschool Education”
Resolution No. 802 of the Cabinet of Ministers of the Republic of Uzbekistan, dated December 22, 2020, “On approval of the State Standard for Preschool Education and Upbringing”
Rahimova N. E. “Carrying out Appliqué Work and Its Types.” Urgench, 2019
Website: Kun.uz
Karimova Navbaxar Mahmudjanovna Born on March 25, 1984, in Gurlan district of Khorezm region, into a family of intellectuals.
From 1990 to 1998, she studied at School No. 1 in Gurlan district. From 1998 to 2001, she continued her education at Gymnasium No. 6 in Gurlan, graduating with excellent marks.
Between 2001 and 2003, she studied in the Nursing field at the Electro-Medical Technical School in the capital city, Tashkent, and successfully graduated with honors.
From 2020 to 2025, she completed her bachelor’s degree in the field of Preschool Education at Urgench State University.
Currently, she is working as an educator at Preschool Educational Institution No. 9, a multi-disciplinary specialized preschool institution under the National Agency for Social Protection under the President of the Republic of Uzbekistan, located in Gurlan district, Khorezm region.
She is fluent in both Russian and Turkish.
In 2023, she was awarded the badge of honor “Devoted Specialist of Her Profession”.
In 2024, she was awarded the badge of honor “Top Scientific Researcher of the Year”.
In 2025, she received the honorary badge “Excellence in Preschool and School Education”.
She is the author of the methodological guidebook “Inclusive Education in Preschool Institutions”. Her published books include: “Towards My Goals”, “For You, Dear Child”, and “Discoverer Children”. She has published numerous articles in international newspapers and journals. Her article “STEAM Technologies in Preschool Institutions” was published in Turkey in the book titled “Leading Women and Girls of Uzbekistan”.
