Sass Pistols

Zongno

Silvery Path

Knocking Against The Ribs

What is a heart?

Is it just the sign of being exhausted 

Does it feel like you’re falling apart

Or is it in the middle of being frosted?

If I cut open your chest, would I see it?

Or would I have to climb my way in

To find nothing but a darkened pit

Because perhaps, it would be lost within.

Does your heart knock against you quietly?

Or perhaps, it just fell into the litter

Does it feel like you’re screaming silently?

When it happens to get bitter.

Now, if I were to search and find your heart

Would it be intact, or would it have fallen all apart?

PROTECTING PERSONAL DATA IN THE DIGITAL AGE

Abstract:

This article analyzes the problems and challenges of personal data protection in the digital era. It highlights the importance of privacy, cybersecurity, and legal mechanisms for ensuring data safety in a rapidly developing technological world.

Keywords: personal data, digital security, privacy, cybersecurity, information law, technology.

Introduction

In today’s digital world, personal data has become one of the most valuable resources. Every online action—social media usage, online shopping, or digital communication—leaves a digital footprint. Protecting this data is one of the key challenges of the 21st century, requiring legal, technological, and ethical solutions.

Main Part

1. The importance of data protection

Personal data includes information that identifies an individual, such as name, address, ID number, or online behavior. When such data is misused, it may lead to fraud, identity theft, or violation of privacy rights. Therefore, protecting personal information is crucial for ensuring human dignity and freedom.

2. Legal frameworks and international standards

Many countries have introduced laws to protect personal data, such as the General Data Protection Regulation (GDPR) in the European Union. These laws aim to give individuals more control over their information and hold organizations accountable for its misuse.

3. The role of education and digital literacy

Raising public awareness about data protection is as important as legislation. Citizens, especially youth, must be educated on how to safeguard their digital identity, use secure passwords, and recognize online threats.

Conclusion

To conclude, personal data protection in the digital age is not only a legal issue but also a matter of personal responsibility. Combining legal measures, advanced technology, and digital literacy is the key to building a secure and privacy-respecting information society.

Nazirova Madinakhon Rasuljon qizi was born on September 5, 2008, in Furqat district, Fergana region. She studied at School No. 2, specializing in certain subjects, and is currently a second-year student at the Namangan Regional Academic Lyceum under the Tashkent State University of Law (TSUL).

Since childhood, Madina has stood out among her peers for her creative ideas and deep thinking. She holds a certificate in the Turkish language and has actively participated in subject Olympiads, achieving honorable results in the field of State and Law Fundamentals.

Madina’s goal is to become a highly qualified lawyer and contribute to the development of legal awareness and legal culture in society through the valuable knowledge and experience she acquires.

 “A Mother or a God Fairy?’’

The sky seemed clear after a relentless battle where the dark clouds had screamed and shouted with lightning. Yet, traces of tears were still there, reflecting off her tiny umbrella. She moved slowly along the crackling footpath, even though her eyes were on timeworn shoes with frayed gaps whispering tales of every journey. But her mind wandered in galaxies of thoughts—the thoughts of the God fairy her teacher had spoken of that day. A deep longing stirred within her, a desperate wish to be heard by the God fairy, to have her tiny desires woven into reality.

Diving into the sea of her thoughts, she reached home and ran to her mother. “Mama, do you think there lives a God fairy in the mountains who fulfills the wishes of people who write letters to her?” Her mother smiled and glanced into her daughter’s tiny, sparkling dove eyes. “Honey, what wishes do you want to be granted?” “It’s a secret. They say if you want your wishes to be fulfilled, keep them a secret between you and the God fairy. So, I’m going to write a letter to the God fairy. Will you post it for me, please, Mama?”

Her mother kissed her forehead and knelt before her. “Yes, love, I will.” The little girl giggled as if the God fairy herself had agreed to her request. That same evening, she spent most of her time writing the letter to the God fairy and handed it over to her mother when she was leaving for the office. Night arrived, darkness had taken over, and the moon and the stars were blushing. She sat by the window, hoping the God fairy would have read her letter. “Love, it’s time for bed,” her mother called her. She ran quickly to the bed. “Mama, did you post the letter?” Her eyes were full of curiosity. “Yes, honey, by now the God fairy would have read your letter and must be preparing to fulfill your wishes.” She smiled and slowly closed her eyes, while her mother gently draped the blanket over her, wrapping her in warmth and quiet love.

The clock struck 12 a.m., and there was a silence of peace. Suddenly, someone entered her room with faint steps, placed a note on her table and a box, then moved out of the room, glancing adorably at the sleeping girl. As the sun rose, hugging the sky tightly, its rays knocked at her window. She opened her eyes and couldn’t believe what she saw. She rubbed them twice in confusion. She read the note, and tears flowed through her eyes, bright as diamonds. She opened the box and saw the same pink Barbie shoes she had asked the God fairy for. She wore them and ran to her mother with the note in her hand. She clasped her mother’s hands and spun around in a whirl of joy and happiness.

“Mama, Mama, see who came last night and brought the exact shoes I had asked for!” “Who?” “Mama, the God fairy came, and she left a note saying, ‘My love, you will always find me beside you.’” She continued to twirl while her mother sat beside her on the chair, looking at her daughter adoringly, knowing it was she who had brought those shoes and written the letter. She had always been her daughter’s God fairy, giving her wings while her blood flowed through her daughter’s veins, up to her heart.

A LOOK AT THE HISTORY OF TOURISM DEVELOPMENT IN UZBEKISTAN

Davlatova Maftuna Sadriddin qizi

Andijan Regional Institute of Economics and Pedagogy 2nd-year student of Primary Education

ANNOTATION

The article focuses on the efforts made to develop tourism in Uzbekistan. It explains the stages of tourism development and emphasizes that the main progress was achieved during the first years of independence.

Keywords: tourism, development, practice, foundations, political and socio-economic importance, people, economy, industries, sphere of influence, the Great Silk Road

INTRODUCTION

At present, Uzbekistan is in the process of forming a national model of tourism. According to this model, the tourism market being developed in the country, like any other market, influences the socio-political and economic situation of the state. It also plays a crucial role in strengthening cooperation between countries and attracting investment and capital flows.

In countries with developed market economies, private and commercial companies mainly provide services to tourists. However, tourism can only develop if the state creates an optimal economic and legal foundation. If the state does not address issues such as professional training, environmental and cultural preservation, information promotion, and simplification of formalities, tourism cannot reach the desired level of development.

Therefore, the state’s role is vital in developing tourism, forming a tourism services market, reforming economic regulation mechanisms, improving organizational management structures, increasing export potential, and, most importantly, attracting foreign investment.

MAIN PART

The foundation of tourism infrastructure in Uzbekistan was laid during the Soviet era. However, the distribution of income from this sector was controlled by the central government. From 1985 to 1989, the number of local and regional tourists was around 1.4–1.6 million, while foreign visitors numbered only 130–180 thousand.

By comparison, in 1985 Turkey received 1.5 million tourists, in 1992 — 7 million, and by 2003 — about 11 million. Hungary hosted 14.2 million tourists in 1981, and by 1991 this number increased to 19.1 million. In 1992, Uzbekistan offered only 27 types of tourism services to foreign visitors, while by 2003 this number rose to over 50. In contrast, countries like Turkey, Italy, and Spain offered 250–400 types of services.

After gaining independence, Uzbekistan made tourism development a national priority under the direct initiative of the President. The development of the tourism infrastructure can be divided into five stages: Stage 1 (1992)The establishment of the national company “Uzbektourism” marked the beginning of national tourism development.

Stage 2 (1993–1995)A national tourism development model was created. During this phase, new destinations were introduced, service quality improved, and the material-technical base expanded. “Uzbektourism” opened representative offices in Frankfurt (Germany), London (UK), New York (USA), Sharjah (UAE), and Moscow (Russia).

Stage 3 (1995–1997) Privatization began in the tourism sector. By early 1996, nearly 90% of facilities under “Uzbektourism” were privatized.

Stage 4 (1998)This period aimed to increase export capacity, stabilize currency flow, and align national tourism with international standards. Border, customs, and airport services were restructured to improve tourism infrastructure.

Stage 5 (1999–Present)The Presidential Decree “On the State Program for Tourism Development” laid a solid political and economic foundation for tourism. Tax incentives were granted to tourism companies, and a “Law on Tourism” was adopted, strengthening the legal framework of the industry.

RESULTS

Uzbekistan is currently divided into four main tourism regions: 1. Fergana region – archaeological sites, architectural monuments, traditional crafts, and industry. 2. Samarkand–Bukhara region – cultural and historical tourism centers.3. Tashkent region – business and international tourism hub. 4. Khorezm region – ancient historical heritage and eco-tourism.

The state plays a central role in improving the legal and economic foundations of tourism, simplifying the visa system, encouraging traditional goods production, and training professional personnel.

DISCUSSION

Today, tourism is one of the fastest-growing non-production sectors in the world, including in Uzbekistan. People increasingly seek to spend their leisure time effectively, restore their health, and learn about other nations’ traditions and values.

Since ancient times, the Great Silk Road has linked Asia and Europe, facilitating trade, knowledge, and cultural exchange. Even now, its historical significance continues through modern transportation and information networks. The “TRACECA” project and the revival of the Silk Road aim to establish trans-Asian transport routes connecting Japan, China, India, Uzbekistan, and Europe. This initiative enhances cooperation and creates new opportunities for tourism and economic growth.

Uzbekistan’s participation in the “Great Silk Road” tourism initiative, supported by the World Tourism Organization (UNWTO), contributes to international recognition and economic progress.

CONCLUSION

Ongoing reforms in Uzbekistan’s tourism infrastructure are yielding positive results. However, due to transitional economic challenges, some issues still remain. These will be addressed in future studies.

REFERENCES

1. Ibroimov, S. I., & Mirzarahimova, S. Z. (2021). Geographical Naming and Transcription. Academic Research in Educational Sciences, 2(1), 789–798.2. Ibroimov, S. I. (2020). Methods of Assessing Students’ Knowledge in Geography Lessons. Academic Research in Educational Sciences, (4), 412–417.3. Rajabov, F. T., & Olimova, A. A. (2020). The Role of the Innovation Cluster in Solving Educational Problems (Based on Geography Teaching). Academic Research in Educational Sciences, (3), 697–702.4. Ibroimov, S. I., & Yusupova, G. K. (2021). Features of Organizing the Educational Process in Primary Classes (Example of Natural Science). Academic Research in Educational Sciences, 2(Special Issue 1), 370–378.5. Abdimurotov, O. U. (2021). Using the “Case Study” Method in Teaching the Eurasian Continent.

Maftuna Davlatova was born on January 24, 1997, in Andijan region. Currently, she is a bachelor’s student in the Primary Education Department at the Andijan Regional University of Economics and Pedagogy. During her studies, she has been paying special attention to continuous self-development and improving her knowledge and skills.

So far, she has been the winner of several national and international grants. Her research mainly focuses on desertification processes and climate change. Through her studies, she aims to highlight the importance of education and youth awareness in solving ecological problems. Her main future goal is to contribute to the development of a sustainable educational environment, the enhancement of ecological culture, and guiding the younger generation to adapt properly to climate change.

The Role of Technology in Teaching English as a Foreign Language

Murodova Zarina Sherali qizi

Uzbek State University of World Languages, English Faculty

Abstract

The increasing integration of technology into education has significantly influenced the methods and outcomes of teaching English as a Foreign Language (EFL). The use of digital tools, online platforms, and interactive applications allows teachers to create engaging and learner-centered environments that enhance communication, motivation, and language acquisition. This research paper examines the impact of modern technology on EFL instruction, explores its advantages and challenges, and provides evidence-based recommendations for educators.

The study is grounded in a review of current research, case studies, and educational frameworks that illustrate how technological innovation can enhance language teaching effectiveness. The findings reveal that technology not only facilitates linguistic competence but also fosters learners’ digital literacy, collaboration, and intercultural awareness.

Keywords: technology, English as a Foreign Language, digital learning, EFL pedagogy, motivation, online platforms, language education.

Introduction

In recent decades, the advancement of digital technologies has profoundly reshaped education worldwide. The emergence of e-learning, artificial intelligence (AI), and mobile-assisted language learning (MALL) has transformed how languages are taught and learned. In English as a Foreign Language (EFL) classrooms, technology plays a crucial role in making instruction more interactive, flexible, and personalized. As English continues to serve as the global language of communication, business, and science, effective EFL instruction is essential for preparing students to participate in an increasingly interconnected world. The integration of technology in EFL teaching aligns with global educational priorities established by UNESCO and the Organization for Economic Co-operation and Development (OECD), which emphasize digital literacy and innovation in learning.

By using digital tools such as Google Classroom, Kahoot, Duolingo, and Quizlet, teachers can diversify instructional strategies and adapt to different learning styles. The relevance of this study lies in analyzing how such tools improve learning outcomes, promote autonomous learning, and enhance both linguistic and socio-cultural competence.

Literature Review

The pedagogical potential of technology in language education has been widely explored by scholars. Warschauer (2013) emphasizes that the integration of computers and digital communication fosters learner autonomy and authentic language use. Similarly, Chapelle (2001) highlights that computer-assisted language learning (CALL) environments encourage meaningful interaction and feedback that traditional classrooms often lack. Recent studies extend this discussion to mobile learning and artificial intelligence. According to Kukulska-Hulme (2020), mobile technologies provide flexibility and accessibility, allowing learners to engage in continuous learning beyond the classroom.

Reinders and Benson (2021) further argue that digital learning supports self-regulated learning, enabling students to monitor their progress and manage their study habits effectively. The effectiveness of online learning platforms has also been demonstrated through empirical evidence. Research conducted by Al-Mahrooqi and Troudi (2019) found that students using interactive platforms such as Edmodo and Zoom developed stronger speaking and listening skills compared to those using traditional methods.

Moreover, Dudeney and Hockly (2018) stress that technology, when aligned with pedagogical objectives, enhances motivation and engagement by providing multimodal and authentic materials such as videos, podcasts, and virtual simulations. Despite the numerous advantages, some researchers caution against overreliance on digital tools. Beatty (2013) and Stockwell (2022) note that unequal access to technology, limited teacher training, and inadequate digital literacy remain significant challenges. These concerns underline the necessity of balanced integration, where technology serves as a supplement—not a substitute—for effective pedagogy.

Methodology

This research is based on a qualitative analysis of secondary data from academic journals, institutional reports, and empirical studies conducted between 2018 and 2024. The main method of investigation includes comparative analysis, synthesis, and critical review of existing literature. The selected materials were analyzed to identify patterns and outcomes related to technology-enhanced EFL teaching.

Additionally, observational data from various educational contexts were reviewed to assess the implementation of digital platforms such as Google Classroom, Kahoot, Duolingo, Quizlet, and YouTube in EFL instruction. The analysis focuses on how these technologies contribute to skill development in reading, writing, listening, and speaking, as well as how they foster motivation, collaboration, and intercultural communication.

Findings and Discussion

1. Pedagogical Benefits of Technology Integration Technology transforms EFL instruction by making learning interactive and student-centered. Multimedia tools such as videos, podcasts, and animations appeal to multiple learning styles, helping students visualize linguistic patterns and cultural contexts. Interactive quizzes and gamified learning elements increase motivation and engagement.

Online tools like Kahoot and Quizlet allow immediate feedback, enabling learners to assess their performance and teachers to monitor progress effectively. Google Classroom enhances communication between teachers and students, facilitating the submission of assignments, peer feedback, and collaborative projects. Furthermore, platforms such as Duolingo and BBC Learning English provide opportunities for self-paced learning, allowing students to practice anytime and anywhere.

2. Development of Learner Autonomy and Digital Competence Technology empowers learners to take control of their own learning process. Autonomous learning is supported through self-access platforms, language apps, and online communities where learners exchange ideas and practice communication. This approach aligns with constructivist theories of learning, which emphasize active engagement and self-discovery.

Digital literacy—an essential skill in the 21st century—is simultaneously developed as learners navigate online environments, evaluate information sources, and use digital tools responsibly. Studies by Godwin-Jones (2021) confirm that digital competence strengthens learners’ ability to participate effectively in academic and professional contexts.

3. Challenges and Limitations

Despite its advantages, integrating technology in EFL classrooms presents several challenges. In many regions, limited internet access, outdated infrastructure, and insufficient teacher training hinder effective implementation. Teachers may also face difficulties in designing pedagogically sound lessons that integrate technology meaningfully.

Another concern is the potential decline in interpersonal communication if digital tools replace, rather than complement, face-to-face interaction. Maintaining balance between technology and traditional pedagogy is therefore essential. Training programs that improve teachers’ digital skills and pedagogical awareness are necessary to ensure optimal use of technology in the classroom.

Conclusion

Technology plays an indispensable role in modern EFL pedagogy, offering new opportunities to improve language acquisition, learner motivation, and teaching efficiency. When implemented thoughtfully, digital tools enhance interaction, personalization, and learner autonomy. However, successful integration requires careful planning, continuous teacher training, and equitable access to technological resources. The synergy between traditional teaching methods and innovative technologies produces the most effective outcomes. As the global demand for English proficiency continues to grow, the ability to use technology intelligently and creatively in language education becomes not just a pedagogical advantage but a necessity for the future of education.

References

Al-Mahrooqi, R., & Troudi, S. (2019). Using Technology in EFL Classrooms to Enhance Speaking Skills. International Journal of English Language Education, 7(2), 45–63.Beatty, K. (2013). Teaching and Researching Computer-Assisted Language Learning.Routledge.Chapelle, C. A. (2001). Computer Applications in Second Language Acquisition. Cambridge University Press.Dudeney, G., & Hockly, N. (2018). How to Teach English with Technology. Pearson Education.Godwin-Jones, R. (2021). Emerging Technologies in Language Learning and Teaching. Language Learning & Technology, 25(2), 1–13.Kukulska-Hulme, A. (2020). Mobile-Assisted Language Learning (MALL): Current Trends and Future Prospects. ReCALL, 32(2), 233–252.Reinders, H., & Benson, P. (2021). Researching Autonomy in Language Learning. Palgrave Macmillan.Richards, J. C., & Rodgers, T. S. (2014). Approaches and Methods in Language Teaching. Cambridge University Press.Stockwell, G. (2022). Technology and the Language Learner: A Longitudinal Perspective. TESOL Quarterly, 56(1), 27–46.Warschauer, M. (2013). The Role of Technology in Teaching English. TESOL Quarterly, 47(4), 825–836.

My name is Zarina Murodova. I was born on January 13, 2007, in Narpay district, Samarkand region, Uzbekistan. There are five members in my family. I received my primary education at School No. 21.Currently, I am studying at the Uzbekistan State World Languages University, majoring in Philology and Teaching Languages (English Language).In my free time, I enjoy playing hockey, practicing karate, reading books, drawing, and organizing events. These activities help me relax and develop myself. In the future, I aspire to become one of the leading specialists in society and contribute to the prosperity and development of my country.

MEMORIES GROW OUT OF THE CRIES OF BIRDS

I love white-faced Kazan,

whose feet

are washed by life-giving waters,

a Kremlin kissed by snow

still fragrant with autumn foliage

and the proliferation of the squares

like passionate farewells,

and the freckled houses

under the manes of silver poplars,

and the devout luminescence

of city streetlamps,

and people

grandly carrying their past

and the cries of birds

from which grow –

our memories.

Olga Levadnaya, Russian visionary poet, world-famous public figure, Honored Worker of Culture of the Republic of Tatarstan, laureate of more than 20 republican, all-Russian, international literary awards, member of republican, Russian and international literary unions, author of 17 books of poetry and prose published in Russian, English, Tatar, Turkish, translated into 14 languages, author of more than 500 publications in magazines, anthologies in Russia and abroad, participant in numerous festivals, conferences, readings, member of the Assembly of the Peoples of the World, Ambassador of Peace, European Poetry, poetry of International Literature ACC Shanghai Huifeng (Shanghai, Huifeng), Department of Arts and Cultures, Plenipotentiary Representative for Culture in Russia of the Republic of Birland (Africa), literary consultant of the Academy of Literature, Science, Technology of Shanxi, the Zhongshan Poets’ Community (China), honorary founding member of the World Day of K. Cavafy (Greece, Egypt), coordinator of the International Literary Festival in Russia “Woman in Literature” (Mexico), creator and director of the International Music and Poetry Festival “Handshake of the Republics”, the Forum-Battle “Tournament of Poets and AI. RR”, the International TeleBridge RR, the International Youth Music and Poetry Competition-Festival “On the Fairytale Shore of Kazanka” based on the works of Olga Levadnaya, artistic director of the Kazan Poetic Theater “Dialogue”.