Memory

A large promenade over my head
The sound escapes as riverfalls
Bright blue steamy like the divine ocean
My mind blows over the Meadows
The chickens chirp as evening goes by
The ocean mast fall over its deduction of masses
The prairies blow high over the alters 
I skim and pine for the forests 
The nature's handgrown misery till it saddles over my 
Ghost naming diaries
The fisher queen stays at night
Between the bright barricades
The sylvan spree took a leap high
For it 

My impressions of the work The Affairs of the World

The Affairs of the World is a work by the author of more than a dozen novels and short stories, many touching stories, and several exciting dramatic works. In his 2005 publication, Otkir Hoshimov described his work as follows: “This story consists of short and long novels. However, in all of them there is the figure of the most important, dear person – my mother. Only the names of some have changed. The fate of these people is also connected to my mother in some way.”

Utkir Hoshimov, the People’s Writer of Uzbekistan, is a writer who has his own place and style in 20th-century Uzbek literature. His works are distinguished from the works of other writers by their simplicity and folkloric nature.

The work The Works of the World, which is famous throughout the world and loved by all readers, is also a work that stands out from other works with its folkloric nature. This work was translated into English by translator Mark Rees in 2024. While living in the world, we think that we need to think about one thing first. The one who created us from nothing, the one who brought us into the world and the one who brought us to this point now, the one who does not eat, drink, wear, does not say hot or cold, and even forgets their names for our benefit, are our parents.

We can safely say that Otkir Hoshimov’s The Works of the World is truly about mothers. Because in this work, the writer cites short stories and stories about mothers, big and small. Everyone who reads this work will cry at some points and laugh at others. It will certainly bring gratitude and change their attitude towards their mother in a positive way. The story I liked the most while reading this work was the story of “Iltijo” and “Gilam Saypoq” given at the very end of this book.

When I read the story of “Iltijo”, I was convinced that the writer went to his mother’s grave, what his mother loved, and that this book was dedicated to his mother. “Iltijo” uses so many sincere and warm words that it is impossible not to cry after reading them. Even if you cry, crying gives you such relief, you feel spiritually relieved.”Iltijo” begins like this.

Mom, I’m here… Do you hear, mom, I’m here…Look, my blue eyes have come again. Do you remember, every year when spring comes, I would take you out to the field. You would be happy to see the bright sun, the clear sky, and the blue grass. Do you remember, you would rub the marigolds that your grandchildren had picked into your eyes and say, “Goodbye, honey”…Today… marigolds have grown on you… No, no, I’m not crying, mom. I know that if I cry, you will be upset. Now… it will pass now. That’s it. In the morning, it rained heavily. It rained heavily. You taught me how to love spring rain… Then the sun came out. Look, the sun is shining… Do you remember, you told me a story about the sun. That sun is shining…

You see. I cry every time I read this story. After reading this story, I can say that no matter what we do, a person who displeases his parents will never achieve any of his goals and dreams. We often see this in life and in books. Through this work, I learned that we should all appreciate our parents and respect them while they are alive.

Abdukahhorova Gulhayo Uzbekistan University of Business and Science, 2nd year student, Uzbek Philology major

Zulfiya — A Prominent Poetess of Uzbek Literature

Annotation.

This article analyzes the life and creative work of Zulfiya Isroilova, a prominent representative of Uzbek literature, People’s Poetess, and public figure. It highlights the artistic and aesthetic value of her works and their role in expressing universal ideas such as the spiritual world of Uzbek women, love for the homeland, loyalty, peace, and beauty. The article also examines the harmony between natural imagery and human emotions in Zulfiya’s poetry, as well as her active participation in the social life of her time.

Introduction.

In the development and formation of Uzbek literature, Zulfiya occupies an exceptional place among female poets. Through her unique lyrical works, she brought new beauty, sincerity, and a spirit of humanity into Uzbek poetry. Her works symbolize the dreams, hopes, and devotion of the Uzbek woman, and thus hold an important place in the history of national literature. The poetess’s works not only reflect the social and spiritual environment of her era but also portray the subtlest feelings of the human soul. Through her poetry, she glorified women’s strong will, patience, family affection, and motherly devotion. In this sense, Zulfiya’s creativity represents a special stage in shaping the artistic image of the Uzbek woman.

Main Part.

Zulfiya Isroilova was born on March 1, 1915, in Tashkent, into an educated family. From an early age, she showed great interest in books, literature, and poetry. Her first poetic attempts began during her school years, and her talent soon gained recognition. Her first poem was published in the Ishchi (Worker) newspaper in 1931. Her first poetry collection, Hayot varaqalari (Pages of Life), appeared in 1932, followed by Temiroy (1934), She’rlar (Poems), and Qizlar qo‘shig‘i (Song of Girls, 1939). The peak of her poetic career is associated with the collections They Called Him Farhod (1943), Days of Separation (1944), and Khulkar (1947).

After the sudden death of her husband, the famous writer Hamid Olimjon, in 1944, Zulfiya’s poetry entered a new phase, filled with deep emotional and spiritual experiences. Through her personal tragedy, she expressed the pain and sorrow of a nation emerging from World War II with great loss and grief.

The early stage of Zulfiya’s work was devoted mainly to themes of youth, love, nature, and dreams. During the war and post-war years, her focus shifted toward social issues such as human destiny, peace, prosperity of the Motherland, and the role of women in society. Her life was challenging yet exemplary. She was not only active in literature but also in social work, dedicating many years to defending women’s rights and supporting young writers. In 1956, she was awarded the title of People’s Poetess of Uzbekistan and later became a laureate of the State Prize.

Together with her husband, Hamid Olimjon, Zulfiya formed one of the most remarkable creative tandems in Uzbek literature. Their literary and emotional partnership opened a bright page in the history of Uzbek poetry. After Hamid Olimjon’s death, Zulfiya wrote many touching poems dedicated to his memory, which became symbols of loyalty and perseverance in Uzbek women’s poetry.

At the center of Zulfiya’s creative world stand the themes of the human being, womanhood, homeland, and nature. Her poetry is filled with faith in life, humanity, peace, and goodness. She interpreted the social role of women, motherhood, loyalty, and love through the lens of national values. In her poem Woman, for example, she glorifies the image of a woman as a source of kindness and the creative force of life.

The themes of patriotism and peace occupy a central place in her works. During World War II, she wrote poems expressing the suffering, loss, and yearning for peace of her people. In her poem My Son, There Must Never Be War, she conveys the idea of peace through a mother’s heartfelt voice, addressing all humanity.

Nature imagery occupies a special place in Zulfiya’s poetry. Spring, rain, flowers, and birds symbolize the inner world of human emotions. For Zulfiya, nature was not merely a background but a reflection of the soul. This harmony between beauty and spirituality makes her poems emotionally rich and artistically powerful.

Her famous poem Spring Has Come Asking for You… beautifully embodies this harmony:

Spring has come asking for you…

In the cool mornings, in the almond blossoms,

In the lips of violets, in the fields — spring.

In the flight of birds, in the playful breeze,

In velvet valleys and hills — spring…

How you loved the spring, my dear,

You adored the apricot blossoms.

Each awakening bud gave life anew —

You’d touch and kiss it tenderly.

In these lines, the poetess captures not only the beauty of nature but also the deep longing and love hidden behind each breath of spring. Here, spring becomes a symbol of warmth, revival, and cherished memories — not merely a season but a metaphor for renewal and affection.

By the late 1940s, after the Soviet Union’s resolutions concerning art and literature were implemented, Uzbek literature suffered significant setbacks. Zulfiya, accused of pessimism, was harshly criticized. Like many of her contemporaries, she then began composing poems that reflected the “spirit of the era.” However, she soon returned to her natural voice, writing poems and journalistic essays about women’s lives, calling on them to be socially active and defend their rights.

In the second half of the 1950s, Zulfiya took part in the Asian and African Writers’ Conferences under the banner of peace and international solidarity, visiting many countries including India, Egypt, Japan, and neighboring republics. These travels left a profound impression on her creativity. Poems such as Mushaira, My Son, There Must Never Be War, Kazakh Melodies, and The Picture I Could Not Paint brought her widespread fame.

From the 1970s onward, her poetry gained new colors and emotional depth, reflecting the national life and philosophy of reality. Her collections Thoughts (1965), Reunion (1972), and Years, Years… (1975) mark the period of her true artistic maturity. She also returned to the epic genre with The Sunlit Pen (1970), dedicated to her mentor Oybek. In addition, she wrote a series of children’s poems, including The Red Tulip (1975).

A significant part of her life was devoted to preserving and publishing the literary heritage of her husband, Hamid Olimjon. As part of this work, she co-authored the play Simurgh (with S. Somova), based on his epic Simurgh or Parizod and Bunyod, and wrote the libretto for the opera Zaynab and Omon.

Zulfiya was not only a poetess but also a translator, literary promoter, and public figure. She worked tirelessly to introduce Uzbek readers to world literature, translating works by Pushkin, Lermontov, Shevchenko, and Nekrasov with deep sensitivity to rhythm and poetic spirit. For her, translation was not merely linguistic exchange but a cultural dialogue between peoples.

For many years, she worked at the Union of Writers of Uzbekistan, mentoring young authors and supporting their creative growth. She actively addressed issues of women’s rights, education, and spirituality. Even in her later years, Zulfiya never stopped writing. She always felt a profound responsibility toward her people, literature, and homeland. Her life and work remain an inspiration for generations.

Today, the annual Zulfiya State Prize serves as a symbol of deep respect and admiration for her name. This award continues to inspire hundreds of talented young women in their creative journeys.

Conclusion.

Zulfiya is the pride of Uzbek literature — a symbol of feminine grace, loyalty, and devotion. Through her poetry, she conveyed the soul of the nation, the purity of the human heart, and the tenderness of womanhood. Her works remain a spiritual lesson for all humanity, nurturing readers with love, kindness, and patriotism.

Zulfiya elevated the image of the Uzbek woman to an artistic ideal, immortalizing her spiritual beauty through the art of words. Today, Zulfiya’s name lives on as an embodiment of womanhood, loyalty, and patriotism in Uzbek literature. Her poems, analyses, translations, and public activities are regarded as an invaluable part of Uzbekistan’s cultural heritage. Her life calls us to patience, love, and devotion to creativity.

References

1. Zulfiya. Selected Works. Tashkent: G‘afur G‘ulom Literature and Art Publishing House, 1980.

2. Karimova N. The Poetic World of Zulfiya’s Creativity. Tashkent: National Library of Uzbekistan, 2015.

3. Sodiqova D. The Role of Uzbek Women Poets in Literature. Tashkent, 2012.

4. Hamidova M. Zulfiya — The Queen of Lyrics. // Uzbekistan Literature and Art Newspaper, 2020, No. 3.

5. www.ziyouz.uz — Information portal about the life and works of People’s Poetess of Uzbekistan, Zulfiya.

Choriyeva Oynur was born in Muborak district of the Republic of Uzbekistan. She is a student at the Faculty of English Philology of the Uzbekistan State World Languages University.

The Girl Who Learned from Life’s Trials

There are many trials in life, but if a kind mother is by your side, all of them turn into lessons. Nishona is an eighth-grade student. Life has taught her many things. Sometimes she comes home tired from school, sometimes with a sad heart because of her friends’ betrayal. But for her, the greatest support in life is her mother and grandmother.

For Nishona, her mother is not only a mother but also a great person who replaces a father. She works tirelessly and gives her daughter love. Nishona knows for sure that in every step of her mother there is devotion, patience, and dreams. Her mother encourages her, saying that after every trial, happy moments will come. Nishona always strives forward to see a smile on her mother’s face.

The girl’s first achievement was winning third place in a national TV program. At that time, when all her family members saw her on television winning third place, tears of joy came to their eyes. Nishona felt unlucky then because she wanted to win first place and gift the main prize — a “Spark” car — to her mother. But she did not give up and continued to participate in many projects and contests, winning top places. She still has many dreams. If she works hard, she will surely achieve them. She firmly believes that with her mother’s prayers, she will reach her goals.

This story shows that those who are patient through life’s trials and work hard for their dreams will definitely achieve them. Every young person can decorate their life with beautiful dreams and honest work.

My name is Zarina Oʻrinboyeva. I was born in 2011 in Oqdaryo district, Samarkand region. In 2018, l went to school No. 43 in Oqdaryo district to begin, my education. I am currently an 8th-grade student at this school, and I am 14 years old. My favorite subjects are English, Russian, chemistry, my native language, literature and law. In my free time, l enjoy reading books and writing stories. With my knowledge and hard work l have won several high places in various Republican competitions .I still have many dreams, ahead of me, and insha’Allah l will achieve them one by one.

Why People Remember Pain More Than Joy

Zamira Moldiyeva Bahodirovna, Student of English Filology Faculty,

UZSWLU.Email:zamiramoldiyeva219@gmail.com

Abstract: Human beings are emotional creatures, shaped not only by logic but also by feelings. Among all emotions, pain seems to stay in memory longer than joy. While moments of happiness are often bright but short-lived, painful experiences leave deep emotional and psychological traces that can last for years. This paper examines the biological, psychological, and social reasons why pain dominates human memory. It also explores how modern technology and lifestyle reinforce this tendency, and suggests ways to help people cultivate stronger, more lasting positive memories. Understanding this pattern is essential for improving emotional well-being and developing a more balanced perception of life.

Keywords: Pain, Joy, Human Memory, Psychology, Emotion, Neuroscience, Well-being

Introduction Every human being has both happy and painful memories. Yet, when we try to recall the past, painful experiences often appear sharper and more vivid than joyful ones. A simple question arises: why do we remember pain more than joy? Scientists, psychologists, and philosophers have long been interested in this phenomenon. From an evolutionary standpoint, pain plays an important survival role — it teaches us what to avoid.

For example, a person remembers the pain of touching a hot stove much longer than the pleasure of a warm meal. Psychologically, negative experiences create stronger emotional responses, which strengthen memory. Socially and emotionally, pain connects people through empathy and shared struggles, while happiness is often seen as personal and fleeting. This paper aims to discuss these aspects in detail — the biological reasons behind emotional memory, the emotional and social dimensions of pain, and the influence of modern society on how we remember and process our experiences.

Discussion 1. The Psychological and Biological Factors From a psychological perspective, the brain treats pain as a warning signal. According to research by Baumeister and colleagues (2001), negative experiences have a stronger impact on the brain because they trigger survival mechanisms. When a person experiences pain, the amygdala — the part of the brain that handles emotional processing — sends a powerful signal to the hippocampus, which then stores the memory more deeply. This means that even a single painful moment can form a permanent memory, while joy, which does not involve threat or fear, is stored more lightly. Furthermore, emotional pain and physical pain activate similar areas of the brain. When people recall a painful breakup or failure, the same brain regions that respond to physical injury become active. This overlap explains why emotional suffering feels so intense and long-lasting. Positive emotions, on the other hand, are often short and less urgent; the brain does not treat them as critical for survival.

2. The Emotional and Social Dimensions Pain also has a deep emotional and social meaning. When people experience loss, rejection, or failure, they often reflect deeply on it — trying to understand why it happened. This reflection leads to emotional learning but also strengthens the painful memory. Joy, however, is rarely examined with the same intensity. We celebrate, smile, and move on. Because we replay pain more often in our minds, it becomes stronger and more permanent. From a social perspective, pain can even create unity. People connect more easily over shared struggles than over shared happiness. Comforting someone, expressing empathy, or discussing hardships make emotional bonds deeper. Happiness, in contrast, is individual and temporary — it is felt but not always shared in depth. This difference also influences which memories our brains choose to preserve.

3. The Influence of Modern Life In today’s fast-paced, competitive, and digital world, our attention is constantly pulled toward negative information. Social media, for example, emphasizes perfection and comparison, which often increases feelings of inadequacy and emotional stress. News outlets focus on tragedies more than positive stories, training our minds to pay attention to pain. As a result, many people unconsciously strengthen their negative memories. When we constantly compare ourselves to others or worry about the future, we relive emotional pain again and again. Over time, this makes painful experiences even more powerful in memory. However, the human brain is flexible. Positive experiences can also become long-lasting if we learn to pay attention to them. Practicing gratitude, keeping a “happiness journal,” and focusing on the present moment can train the brain to store joyful experiences more deeply. Mindfulness and reflection can balance the emotional weight between pain and joy.

4. A Balanced View of Memory Remembering pain is not a weakness — it is part of being human. Pain teaches us caution, wisdom, and empathy. Yet, focusing only on painful memories can distort our perception of life. The healthiest approach is to remember both pain and joy equally. Pain shows where we have been, while joy shows where we can go. By consciously practicing positive recall — such as recalling moments of success, gratitude, and love — people can reshape their emotional memory.

Conclusion Pain remains stronger in memory because it protects us and helps us learn, while joy fades quickly because it poses no threat to our survival. Still, this natural imbalance can be corrected. Humans have the power to train their minds to remember positive emotions with equal strength. Cultivating gratitude, engaging in positive reflection, and surrounding oneself with uplifting people can all help in creating a more emotionally balanced memory. In essence, remembering pain more than joy is a sign of growth and awareness — but true wisdom lies in giving both emotions their place. Pain teaches us lessons, but joy gives us reasons to live them.

References:1. Baumeister, R. F., Bratslavsky, E., Finkenauer, C., & Vohs, K. D. (2001). Bad is stronger than good. Review of General Psychology, 5(4), 323–370.2. LeDoux, J. (2012). The Emotional Brain: The Mysterious Underpinnings of Emotional Life. Simon & Schuster.3. Kahneman, D. (2011). Thinking, Fast and Slow. Farrar, Straus and Giroux.4. Fredrickson, B. L. (2009). Positivity. Crown Publishers.5. Schacter, D. L. (1999). The seven sins of memory: Insights from psychology and cognitive neuroscience. American Psychologist, 54(3), 182–203.6. Siegel, D. J. (2012). The Developing Mind: How Relationships and the Brain Interact to Shape Who We Are. Guilford Press.7. Tversky, A., & Kahneman, D. (1973). Availability: A heuristic for judging frequency and probability. Cognitive Psychology, 5(2), 207–232.

FROM CHALKBOARD TO SCREEN: COMPARING DIGITAL AND CONVENTIONAL LEARNING

KAMOLOVA MASHHURA DILMUROD QIZI

1st year student of the Faculty of English Philology of the Uzbekistan State World Languages University

Abstract   As a result of technological development, learners can have access to the education not only by face-to-face interaction with teachers, but also through e-learning. This study aims to compare the effectiveness, advantages and limitations of traditional classroom education and online learning. The research highlights key differences between digital educational approach and conventional learning methods in accessibility, flexibility, interaction and academic outcome.    

Key words: conventional education, traditional classroom learning, virtual learning, digital educational approach, learning effectiveness, student engagement, academic performance, learning outcomes.

Annotatsiya    Texnologik rivojlanish natijasida o‘quvchilar ta’lim olish imkoniyatiga nafaqat o‘qituvchilar bilan yuzma-yuz muloqot orqali, balki elektron o‘qitish (e-learning) vositasida ham ega bo‘ldilar. Ushbu tadqiqot an’anaviy sinfda o‘qitish va onlayn ta’limning samaradorligi, afzalliklari hamda cheklovlarini taqqoslashga qaratilgan. Tadqiqot raqamli ta’lim yondashuvi va an’anaviy o‘qitish usullari o‘rtasidagi asosiy farqlarni — ta’limning mavjudligi, moslashuvchanlik, o‘zaro aloqadorlik va o‘quv natijalari nuqtayi nazaridan — yoritib beradi.    

Kalit so‘zlar: an’anaviy ta’lim, sinfda o‘qitish, virtual o‘qitish, raqamli ta’lim yondashuvi, ta’lim samaradorligi, talaba faolligi, akademik ko‘rsatkichlar, o‘quv natijalariАннотация   В результате технологического развития учащиеся получили возможность получать образование не только через личное взаимодействие с преподавателями, но и посредством электронного обучения (e-learning). Данное исследование направлено на сравнение эффективности, преимуществ и ограничений традиционного обучения в классе и онлайн-образования. В работе подчеркиваются ключевые различия между цифровым образовательным подходом и традиционными методами обучения в аспектах доступности, гибкости, взаимодействия и академических результатов.     

Ключевые слова: традиционное образование, обучение в классе, виртуальное обучение, цифровой образовательный подход, эффективность обучения, вовлеченность студентов, академическая успеваемость, результаты обученияIntroduction     Education has undergone significant changes in recent years, driven by advancements on technology and the increasing availability of digital tools. traditional classroom education has been the cornerstone of formal learning for centuries, however, e-learning which includes online courses, virtual classes and digital platforms, is becoming prevalent. Since learners can access to diverse resources and able to learn independently in flexible schedule due to the unique benefits provided by e-learning.

Despite its advantages, there are some concerns, remained regarding student motivation, class engagement and the quality of academic education in online environment. Therefore, by investigating advantages and downsides of these two learning methods, the study informs educators and learners for optimal learning strategies in the 21st century.

The transformation in the education system

Over the years, educational education has experienced remarkable change from traditional classroom learning which relies heavily on chalkboards, physical classrooms and face-to face interaction to computer-based instruction that contains online platforms, courses and virtual communication tools. Students are no longer passive recipients of information when the new form of learning, e-learning, that uses technology for teaching and learning is introduced as a result of the digital revolution. Especially, during the pandemic, online learning has made it possible for students to continue their education. For example, in Pakistan the popularity of online teaching increased during the COVID-19 pandemic.(1) In this case, online platforms such as Zoom, Google classroom, Moodle have played crucial role to gain knowledge.

Even when the questionnaire went on to show the importance of the Moodle system as an e-learning platform, students mentioned that the Moodle Learning Management System (LMS) helped them to improve their study skills(2) However, while e-learning offers a number of advantages, some concerns about discipline, learning quality and unequal access to technology is still remaining.

Changing roles of teachers and students

In the traditional classrooms, teachers play the main role as authority figures. Learning atmosphere is shaped by their experiences and direction, human interaction, instant feedback and face-to face communication. Students, in turn, are supposed to attend the class in person, follow the instructions given by educators. In virtual environment, on the other hand, teacher`s role loses its significance, becomes more of a mentor. Learners, meanwhile, become more independent, active participants and tend to do self-study-searching new information, guide themselves in navigating online resources, taking part in online forums, and most importantly, learn self-organization and time management. Therefore, today, most educators support blended learning which combines classroom experiences with online tools.

Accessibility and learning opportunities 

One of the strongest benefits of e-learning is its flexibility. Learners can access courses from anywhere in the world as long as they have an internet connection. This opens doors for people who live in remote areas or cannot attend regular schools because of work or financial problems. In this case, distance learning can be seen as the obvious solution for remote learners. Regardless of geographical distance, any access difficulties can be overcame by the help of online media.

(3) Since, online platforms can offer a wide variety of subjects and global collaboration among students. Information can be updated easily, making learning materials more current and diverse. In one of the studies, 61% of students responded that cyber learning allows easy access to content.

(4)However, these conveniences are not equally available to everyone. Students in rural or economically challenged regions may face difficulties related to poor internet service or lack of digital devices. The lack of IT related knowledge when online classes are conducted is the greatest difficulty which faced by a number of students.

(5) For that reason, the digital divide remains a major issue that limits the effectiveness of online learning. Additionally, one of the studies showed that  some did not prefer online education due to the lack of concentration and non-verbal communication.(6) Traditional education, though limited by location, offers equal classroom conditions once students are present. In that sense, traditional schools still play an important role in ensuring social equality in education.

Conclusion

Both systems have advantageous sides: in-person education provides direct interaction, emotional connection and social development, while digital educational approach offers several opportunities such as flexibility, personalized instruction and easy access to the education. That is why, it is not about choosing the better system for improving academic performance, but the goal should be combining their strengths to achieve academic success. Because the combination of both formats is important in increasing the effectiveness of education.(7)

References: Sumia Fatima, Tayyaba Idrees, Sidra Hamid, Muhammad Umar. A Comparative Study of Online and Traditional (Face-to-Face) Learning. Journal of Rawalpindi Medical Collage(JRMS); 2022. https://doi.org/10.37939/jrmc.v26i4.1710

K.D.V. Prasad, Shyamsunder Chitta, Hariprasad Soni. A comparative analysis of traditional and electronic learning systems and their applications in new education system. Multidisciplinary Science Journal. 2023. DOI:10.31843/multiscience.2023060

Commentary:  Many  Students  in  Developing  Countries Cannot  Access  Education Remotely  |  The University  of  Chicago Harris  School  of  Public  Policy.  Available  from: https://harris.uchicago.edu/news-events/news/commentary-many-students-developing-countries-cannot-access-education-remotelySumia Fatima, Tayyaba Idrees, Sidra Hamid, Muhammad Umar. A Comparative Study of Online and Traditional (Face-to-Face) Learning. Journal of Rawalpindi Medical Collage(JRMS); 2022. https://doi.org/10.37939/jrmc.v26i4.1710

Farooq  F,  Rathore  FA,  Mansoor  SN.  Challenges  of  online medical education in Pakistan during COVID-19 pandemic. J Coll Physicians  Surg  Pakistan.  2020;30(1):S67–9.    Available  from: https://doi.org/10.29271/jcpsp.2020.supp1.s67Mukhtar  K,  Javed  K,  Arooj  M,  Sethi  A.  Advantages, limitations  and  recommendations  for  online  learning  during covid-19 pandemic era. Pakistan J  Med  Sci.  2020;36(COVID19-S4):S27–31.    Available  from: https://doi.org/10.12669/pjms.36.COVID19-S4.2785Sharipova Makhmuda Zoitovna. (2024).

EFFECTIVENESS OF ONLINE LEARNING: A COMPARATIVE ANALYSIS OF TRADITIONAL AND DISTANCE LEARNING. American Journal of Philological Sciences, 4(11), 106–110. https://doi.org/10.37547/ajps/Volume04Issue11-19

I was born on April 8, 2007, in Bukhara, Uzbekistan. I am currently a first-year student at the Faculty of English Philology of the Uzbekistan State World Languages University. Since my early school years, I have been deeply passionate about languages, literature, and communication.

I have always believed that language is a bridge connecting people and cultures. This belief inspired me to study English philology and dedicate myself to improve my language proficiency. I also enjoy exploring the use of technology in education and learning about innovative teaching methods.

In addition to my academic interests, I am an active participant in volunteer and social projects. I value teamwork, kindness, and personal growth. I believe my creative mindset and enthusiasm make me a promising young specialist in my field.

In my free time, I enjoy drawing, expressing my ideas through art and creative activities. I dream of becoming a professional English teacher who inspires students to learn with curiosity, confidence, and joy.

My life motto is: Dream big, work hard and stay humble.

How to Read a Boring Novel

Since my teenage years, I’ve been addicted to reading books, particularly novels, because they allow me to explore worlds that were previously difficult for me to recognize in my limited reality at the time. I often turned to novels to heal or recover from certain illnesses and ailments that would suddenly overtake me. I remember one time when I was struck by a high fever, which confined me to bed for several days, shivering beneath the covers, eating or drinking nothing but water, with sweat pouring from my face. Then my eyes fell upon a novel stacked atop its counterparts in the corner of my room. I forced myself to walk weakly over to it, held it up, and began reading it while lying on my sickbed. Its title remains etched in my memory to this day: “Spotted Dog Running at the Edge of the Sea ” by Chingiz Aitmatov. As soon as I finished, my fever subsided, and I awoke feeling well, as if it had provided me with the energy of recovery.

However, sometimes I long to get hold of a particular novel, because its author is a famous writer. This writer may have won an important international literary award, or they may have a surprising title, such as “How a Ghost Fetus Forms in a Goose’s Belly.” I think that’s a shocking title, isn’t it?! Perhaps one day I will use it in one of my novels—who knows? Titles like this when my appetite to immerse myself more in reading. But sometimes—I say sometimes, thank God—I fall into the trap of boredom, this heavy thing that tries to creep in and prevent me from continuing my reading pleasure.

The reason for my boredom may lie in the novel’s emptiness and its lack of an amazing opening that can captivate its reader and keep him in his chair until the end, so that he remains throughout the reading searching for the hidden link between it and the events of the novel. An opening like, “After many years, in front of the firing squad, Colonel Aureliano Buendía remembered that distant day when his father took him to introduce him to ice,” or “Suddenly, as if a hurricane had planted its roots in the centre of town, the banana company arrived, pursued by a storm of leaves.” Openings like these made me fall in love with García Márquez’s novels. They are rich, they awaken my curiosity, and therefore they leave no pore for boredom to creep in.

Another reason that opens the door to boredom for me is a slow or overly descriptive beginning. I remember almost choking when I started reading Tolstoy’s The Brothers Karamazov. The author elaborated on the introduction, detailing the family backgrounds and philosophical analyses of the characters, using complex language. This made it seem truly overwhelming, especially for first-time readers—and classic literature lovers will surely hate me.

Another reason that makes reading a novel boring for me is the postponement of the main event, leaving the reader feeling as if the dramatic action is absent or flat from the start. For example, in Thomas Hardy’s The Return Home, the actual events begin about 100 pages into the novel, and this is not something readers can easily tolerate. If we leave aside the many reasons for boredom with reading and try to find a cure for it, then certainly every reader has their own way of doing so.

As for me, the cure I rely on consists of several steps, the first of which is postponing reading, not abandoning it. As soon as I feel that this novel is boring, I put it on the table, whispering to it, “I will meet you tomorrow.” Yes, tomorrow. In my opinion, it is not appropriate to leave a novel you have started reading without completing it for more than two days. So, when the next day arrives and my sacred time comes—I mean, the one designated for reading—I prepare a cup of tea and begin talking to myself, gently encouraging it to complete what I started the day before, saying, “Since I do not believe in the existence of coincidence, then certainly the arrival of this novel to me does not fall within the circle of coincidence. Rather, it wants to tell me something.” If I am unable to convince it of what I have told it, I continue talking to it in a language that carries within it a kind of focused motivation based on imagination, saying, “Perhaps this novel is hiding its secrets from the recipient.” It takes patience to master it.

After a conversation that may last ten to fifteen minutes, I sit on the couch and begin reading. Boring novels force their readers to sit on couches. Otherwise, how can you adjust your posture whenever you want, and how can you relax in any position you wish if you’re not sitting on a couch?

Sitting on a chair doesn’t allow you to do that. And every time I finish a few pages, I insist on continuing reading to reach the lost secret I’ve longed to discover. It’s inconceivable that a novel written in, say, a hundred pages should be devoid of an important sentence. If I reach the middle and don’t find what I’m looking for, I remove the lens of the explorer to continue reading with the eye of a critic. At that point, I ask myself, “Why was this novel written?” Or, “What did its author intend by writing it?” I cannot imagine him waking up one morning and saying to himself, “Today I intend to write a novel that will annoy readers, without any real purpose.”

In this case, the annoyance itself is the purpose or goal behind writing this novel, isn’t it? If this seems to me to be the case, I have no choice but to connect the events of the novel with my imagination, and I try to become one of its heroes. Of course, I will choose to be the main hero, upon whose character development the dramatic escalation of the event is built. I begin to project my own feelings onto his character, and then I will become emotionally attached to the novel, ensuring that I will not stop reading until I discover the ending of my chosen character.

Even if the novel’s ending is superficial, lacking psychological, philosophical, or symbolic depth, or a traditional ending in which the hero marries or dies, or the narrator provides us with a religious or moral sermon, saying, for example, “And so we learned that greed is useless,” or the novel’s ending is a direct report, such as, “Those events were lessons of patience,” then I will have overcome my boredom and continued reading.