RESEARCH AND YOUTH: MODERN APPROACHES AND PROMISING DIRECTIONS
Maftuna Rustamova
Republic of Uzbekistan, Bukhara region
Abstract:
This article analyzes the role of young people in scientific activity in modern society, its problems and solutions, as well as innovative approaches to the development of science. Practical proposals are made to increase interest in science among young people, motivate them, and realize their scientific potential.
Keywords:
Young scientists, scientific research, innovation, education, modern technologies, progress, encouragement.
Login:
The 21st century is the century of information, technology and science. The future of every society depends, first of all, on the knowledge, thinking and scientific potential of the younger generation. One of the priorities of the state policy towards youth in the Republic of Uzbekistan is to involve them in scientific activities and support young scientists.
Main part:
1. The need to increase young people’s interest in science
Today, scientific progress around the world is developing at an unprecedented pace. However, most young people are not pursuing scientific activities, but rather pursuing practical, profitable fields. This is especially noticeable in the technical and natural sciences.
The following are being implemented in Uzbekistan to address this problem:
The activities of the Youth Academy and Councils of Young Scientists are being strengthened;
The number of scientific competitions and grants is increasing;
International conferences and internships are being organized.
2. Science and innovation: an integrated approach
Today’s youth are not only creating theoretical knowledge, but also creating practical results through innovative, startup projects. For example, scientific developments in the fields of IT, biotechnology, artificial intelligence, and ecology are not only generating scientific articles, but also bringing economic benefits.
The following are important:
Developing STEM education;
Increasing digital literacy;
Promoting scientific thinking among young people.
3. Obstacles to scientific activity and their elimination
The main obstacles faced by young people in their scientific research are:
Lack of sufficient academic mentors;
Poor scientific article writing skills;
Limited financial resources.
Suggestions:
Establishing a “Youth Science Club” at each university;
Free seminars on writing scientific articles;
Organizing a “Young Scientists Forum” at least once a year.
4. The future of science is in the hands of young people
Today’s young generation is growing up with the internet, artificial intelligence, and digital technologies. For them, science is not just about the laboratory, but also about knowledge exchange on the global network, online courses, and international cooperation.
For example, access to platforms such as Google Scholar, ResearchGate, and Scopus is helping to unlock the scientific potential of young people.
Conclusion:
Arousing young people’s interest in science is the task not only of the state, but also of every teacher, scientific supervisor, and parent. Scientific progress begins with young people and is strengthened through their research. The bright future of our country is certainly in the hands of knowledgeable and inquisitive young people.
References:
Resolutions and decrees of the President of the Republic of Uzbekistan ( www.lex.uz )
UNESCO Youth and Science Global Report, 2023
Google Scholar article database
“Youth and Scientific Research” – National University of Uzbekistan Publication, 2024
it was no time for love outside- old winds of worship found hand and mouth in ruined rain slanting over cultured fields into pagan barns with patched up planks finding us two misfits.
i felt the pulse of your undressed fingers transmit thoughts to my senses- aroused by autumn scents of milky musk and husky hay in this barn’s faith we climbed the rungs of civilisation so random in our exile-
and found a bell housed inside a minaret- with priest and muezzin sharing its balcony- summoning all to prayer with one voice- this holy music, was only the wind blowing through the weathervane, but we liked its tone to change its time.
LOW VAULTED CEILINGS
within those man stone walls promoting their god bringing us to him i told the priest- you tell us to be content with poverty while you live in this big house throwing us scraps begged from money lenders. this is not what Jesus asked his disciples to do. this is not what he died for. he said live amongst us and share what they have. the priest, red with rage, oppressive and oppressed- pulled my mam aside made her shrink in his stare weep in his words walk me in our sins from his dark-damp house of angels. outside in feral sunshine i pointed to grinning gargoyles chasing chastened shadows back down primitive paths- to a cellar flat, bare bulb dangling prison beam probing baptised flesh and mam tipped tears soaking into straw mattresses sucking up cold from the flagstone floor woodworms eating a Van Gogh table where six mouths sat sharing stale bread and cold beans with whiskered skirting board mice. years later, i left Dedalus in Dublin in the pages of a book to his epiphany and Jesuit suit of guilt- while i quenched my glistening fruit in street light ladies- drenched in smokey curling dancing clouds and stories from voices bouncing off low vaulted ceilings caressing human in darkness.
OLD CAFE
a rest, from swinging bar and animals in the abattoir- to smoke in mental thinks spoken holding cooling drinks.
counting out old coppers to be fed in the set squares of blue and red plastic table cloth- just enough to break up bread in thick barley broth.
Jesus is late after saying he was coming back to share the wealth and real estate of capitalist cunning.
maybe. just maybe. put another song on the jukebox baby: no more heroes anymore. what are we fighting for-
he’s hiding in hymns and chants, in those Monty Python underpants, from this coalition of new McCarthy’s and its institutions of Moriarty’s.
some shepherds sheep will do this dance in hypothermic trance, for one pound an hour like a shamed flower,
watched by sinister sentinels- while scratched tubular bells, summon all to sunday service where invisible myths exist-
to a shamed flower with supernatural power comes the hour.
AN OLD WOODEN BOAT
an old wooden boat,
the long sail through erotic journey
tattered and torn,
lip red paint peeling on planked carcass,
bleaches on a sandbar-
the silent tributary
of its river bed
dried and cracked.
smudges of mascara
over scented seasons
woman the shell of a dress
she wore
with full breasts
and firm behind.
i remember-
don’t take
the corn coloured sun for granted,
or ignore
her constellation and unmentioned course,
unless, you want to pace the deck,
invisible to love
counting silent stars
talking to the unknown.
DOES HER FAR BEAUTY KNOW
does her
far beauty know
where my thoughts go
without her
when i walk
in lush rain lashing down-
squatting in enclosed fields
of remote wheat and barley
around told feudal cities and towns-
to talk
to fate and how it feels
to be emptied entirely
of hopes sounds-
these evolutions
fill rich men’s purses
and revolutions
are poor universes
that try to bend
the unequal
to be equal
without end.
does her
far beauty know
where my thoughts go
with her
when i walk
in lush rain lashing down-
soaked in moments come to this
paradise and precipice
belonging
bonding
thoughts
serendipitous
blowing into us-
gives shelter to the self
of us and other else-
unlike bare rooms we rent
to leave behind
when change moves us to fit
into it-
with only our echo and scent
of passion and mind.
Strider Marcus Jones – is a poet, law graduate and former civil servant from Salford, England with proud Celtic roots in Ireland and Wales. He is the editor and publisher of Lothlorien Poetry Journal https://lothlorienpoetryjournal.blogspot.com/. A member of The Poetry Society, nominated for the Pushcart Prize x3 and Best of the Net x3, his five published books of poetry https://stridermarcusjonespoetry.wordpress.com/ reveal a maverick, moving between cities, playing his saxophone in smoky rooms.
“The girl won’t earn a city by studying,” — this phrase has sadly become deeply rooted in our culture, and unfortunately, many parents still agree with it. But if a girl is given a chance, if she’s supported and trusted — she can make it happen. Maybe if you give her a little trust, she’ll return it a thousandfold with results!
Yes, they say a girl doesn’t need to be strong — but she already is strong! Because she feels, she endures, she dreams — and most importantly, she possesses an invincible strength no one can see. Yet that power is often dimmed by just a few words: “You’re a girl — know your place!” “You’re a girl — even if others speak, you stay quiet!” “A girl who steps out isn’t a good girl!” And so on…
But why shouldn’t a girl dream? Why should her life be limited to housework? After all, girls have dreams in their hearts too… They too have a journey, a fight, a power!
I’ve seen it. I’ve seen how girls bury their dreams deep inside, Only because of words like “She can’t do it,” Only because no one believed in her.
But I know this: If you show even a little trust in a girl, She becomes a hundred times stronger. If the road is open — she runs. If there’s a hurdle — she jumps. If she’s silent — she screams within.
She’s not just a pair of beautiful eyes. She is power. She is will. She is life!
I’m not writing this article for no reason. These words are not just for myself, But for every girl who couldn’t show her strength.
How long will we stay silent? How long will phrases like “You’re just a girl” kill our dreams?
In conclusion, A girl doesn’t need to become strong — she’s already strong. Her power isn’t just physical — it lives in her spirit, her dreams, and every step she takes. But recognizing that strength, believing in it, and helping it rise to the highest peaks — that’s our responsibility.
Giving girls opportunities, supporting them, fighting beside them — this can change the world.
Every girl carries great dreams in her heart, And to make those dreams come true, she only needs one thing: trust. If we give her a chance, no obstacle will stand in her way.
So let’s believe in girls, acknowledge their strength, and create space for them — Because doing so won’t just transform our society, It will transform the world.
A girl who believes in her power and fulfills her potential Doesn’t just uplift her own life — She elevates future generations. Because a girl — she is not only the future, She is the very force that shapes life today.
Know this well: A girl is power! A girl is trust! A girl is the future!
Kumushbibi Kholikulova was born on September 8, 2012, in Yakkabog‘ district, Kashkadarya region of Uzbekistan. She studies at School No. 34. She has helped nearly 200 girls in their personal development. She has taught English and Turkish to around 100 girls and helped them achieve results. She is the founder of the Kadirovna’s Blog channel and the founder of about 10 projects. She has been interviewed on television and radio and is the holder of many international certificates. She is the winner of 1st place in the district in the “Young Reader” competition. Her creative works have been published in many prestigious international journals and anthologies.
A whirlwind of people, a river of indifferent faces, and then, you.
A glimmer in the urban grayness, an off-key note in the symphony of asphalt.
Your smile, a crack in the wall of my solitude, letting in the light of an unexpected sun.
The noise of the city fades, only the echo of your voice remains, a melody etched in the silence of my soul.
That crossroads, once an anonymous dot on my map, is now a beacon, a sacred place, the epicenter of a universe that revolves only around you.
Time, once a relentless river, now stops, bends, adapts to our encounter.
Memory, a parched garden, blooms with the memory of your gaze, of your hand brushing mine, a fleeting touch that becomes eternity.
This asphalt, a silent witness to our first encounter, holds the secret of an unexpected love,
a love that sprang from the dry earth of the city,
an oasis in the desert of routine.
GRACIELA NOEMI VILLAVERDE is a writer and poet from Concepción del Uruguay (Entre Rios) Argentina, based in Buenos Aires She graduated in letters and is the author of seven books of poetry, awarded several times worldwide. She works as the World Manager of Educational and Social Projects of the Hispanic World Union of Writers and is the UHE World Honorary President of the same institution Activa de la Sade, Argentine Society of Writers. She is the Commissioner of Honor in the executive cabinet IN THE EDUCATIONAL AND SOCIAL RELATIONS DIVISION, of the UNACCC SOUTH AMERICA ARGENTINA CHAPTER.
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
