An Analysis of the Interrelationship Between Human Psychology and the Process of Language Learning
G`afforova Hadichaxon Abduhamid qizi – student of English philology faculty of Uzbekistan State World Language University
E-mail: gafforovaxadicha5@gmail.com
Annotation: The article provides information about the connection between learning foreign languages and human psychology, and recommends principles to effectively leverage the interplay between these two factors. It highlights experts’ opinions on the integral connection between the language and the psyche. Additionally, it discusses the psychological challenges encountered during the process of improving language proficiency and exploring their underlying causes. The organic connection between language learning and human psychology is such that progress in one area can significantly impact the other, leading to either mutual development or stagnation. As they are inseparable, this fundamental principle should be emphasized in any linguistics curriculum. The purpose of this article is to demonstrate to young learners that high levels of language proficiency are achievable with a healthy mindset. It aims to reframe language learning not merely as the study of grammatical rules, but as an engaging and enjoyable pursuit.
Introduction: Learning a foreign language is one of the most fascinating and challenging processes in human education. It goes far beyond the simple memorization of words and grammar rules. In fact, language learning is a deeply psychological process, involving emotions, motivation, attitudes, memory, personality, and social interaction. Every learner brings unique psychological characteristics to the classroom and these differences often determine success or failure more than intellectual ability alone. In recent decades, linguists and psychologists have increasingly worked together to understand how mental and emotional factors influence the ability to learn languages.
According to research by Gardner and Lambert (1972), psychological variables such as motivation and attitude play a more significant role than linguistic attitude in predicting achievement. Furthermore, modern statistics support this view: studies show that over 60% of learners who maintain strong motivation and confidence during a year-long language course achieve fluency faster than those with similar intellectual abilities , but lower psychological readiness .In this article, I will explain how psychology influences language learning, the major psychological factors involved, the common problems learners face, and practical solutions to overcome these barriers. Understanding the role of psychology allows both teachers and learners to approach language acquisition more effectively and with greater emotional balance. Among all psychological factors, motivation is often described as the most powerful predictor of success. A motivated student studies longer, practices more often, and shows greater persistence in the face of difficulty.
Psychologists differentiate between intrinsic motivation—which comes from genuine interest and personal satisfaction—and extrinsic motivation, which is driven by external rewards like grades or job opportunities. For example, a learner who studies English because they want to travel or communicate with people worldwide is more likely to stay committed than one who learns it only to pass an exam. A 2020 study by the British Council found that 72% of high-achieving language learners reported strong intrinsic motivation as their main reason for success. Many students lose motivation after the initial excitement fades, especially when they face grammar challenges or slow progress. Teachers and learners can set small, achievable goals, such as learning 10 new words per day or completing one short conversation each week. Celebrating small victories keeps motivation alive. Attitude towards the target language and its culture is another vital factor. Learners who respect and value the culture of the language they study are more open to new theories, pronunciation, and communication styles. In contrast, negative attitudes — such as believing a language is “too difficult” or “useless” — create emotional resistance.
Research by Dörnyei (2005) indicates that a positive cultural attitude increases learning efficiency by nearly 40% because it helps students engage more deeply with real-life materials like music, movies, and conversations. When balancing language learning with psychology human beings can face several problems. For instance, many learners view language as an academic subject rather than a living form of culture. This limits emotional connection. To address this problem exposure to cultural content — films, songs, literature or interactions with native speakers — develops empathy and cultural curiosity, which in turn improve learning motivation and understanding.
Language anxiety is one of the biggest psychological barriers. Many learners feel nervous, shy, or afraid of making mistakes when speaking a foreign language. This fear can block memory recall and reduce performance. For example, Horwitz (1986) described language anxiety as a “specific situational fear” that negatively affects communication. Surveys show that around 40–50% of language learners experience moderate to high levels of speaking anxiety, especially during oral exams or public speaking. High anxiety levels lead to avoidance of practice, slower progress, and lower self-esteem.
Another major problem is that students often believe that mistakes mean failure, which prevents them from taking risks and communicating freely. To solve this issue, creating a supportive and non-judgmental environment is essential. Teachers should praise effort, not just accuracy, and students should view mistakes as natural steps in learning. Relaxation techniques such as deep breathing or mindfulness can also reduce stress before speaking tasks. Each learner’s personality affects how they approach learning. Extroverts usually perform better in speaking and listening because they enjoy interaction, while introverts often excel in writing and reading since they prefer reflection and concentration. However, personality does not determine success; it only shapes the learning path. I think both extroverted and introverted learners can achieve fluency if they use strategies that fit their character. In addition to this, learners may feel pressured to behave differently from their natural style — for instance, introverts being forced to speak constantly in class. In order to address this problem teachers should apply differentiated teaching methods — offering both group discussions for extroverts and reflective writing for introverts.
Understanding one’s own learning style helps learners study more comfortably and effectively. Beyond these personal learning styles, successful language acquisition also relies on core cognitive functions, with memory being the most fundamental. Language learning heavily depends on memory — the ability to store, organize, and recall vocabulary, grammar, and pronunciation patterns. According to cognitive psychology, memory works best through association and repetition. For instance, learners remember words better when they connect them to personal experiences, images, or emotions. A 2019 study from Cambridge University showed that students who used emotional association techniques remembered 35% more vocabulary after two weeks than those who relied on rote memorization. Many learners forget new words quickly or cannot use them in context. Applying spaced repetition systems (SRS), using flashcards, and practicing words in meaningful sentences helps transfer knowledge from short-term to long-term memory. Teachers can also encourage learners to apply new words immediately in writing or conversation to reinforce memory connection.
However, memory does not operate in a vacuum. Its effectiveness is deeply intertwined with our emotional state, which can either enhance or hinder our ability to learn. Emotions directly influence how the brain processes new information. When students feel relaxed, curious, or happy, their cognitive performance improves significantly. Positive emotions increase dopamine levels in the brain, which strengthens focus and memory formation. According to neuroscience research by Immordino-Yang (2016), emotionally engaged students perform up to 30% better in language comprehension tasks. On the other hand, boredom, fear, or humiliation can block learning and reduce creativity. In many traditional classrooms, emotional needs are ignored, and the focus remains only on test performance.
Teachers can create a positive classroom atmosphere by including humor, encouragement, and interactive activities. Group projects, games, and storytelling promote enjoyment and emotional connection, making language learning feel more natural and rewarding. Language learning can also lead to deeper psychological issues like low self-esteem, perfectionism, or burnout. Some learners compare themselves to others and feel inferior if they progress more slowly. Others push themselves too hard and lose interest. Learners who constantly doubt their ability tend to avoid practice. Teachers can introduce peer support activities, where students work in pairs or small groups, encouraging each other’s progress.
Trying to speak perfectly often leads to silence and frustration. Instead, learners should focus on communication, not perfection. Real language use involves small mistakes, and fluency grows with experience, not fear. Too much study pressure without emotional rest causes exhaustion. Including breaks, fun materials, and self-care routines keeps learning balanced and sustainable. Teachers are not only language instructors but also psychological guides. Their attitude, feedback, and classroom management shape how students feel about learning. Research shows that teacher support increases student confidence and motivation by up to 45% (Ryan&Deci, 2017). Effective teachers use positive reinforcement, provide constructive feedback, and model emotional resilience. When students see their teacher as friendly and understanding, they become more willing to take risks and speak openly. Moreover, teachers can help learners set realistic goals, reflect on their progress, and develop self-regulation strategies. In this way, education becomes not only linguistic but also psychological growth.
Conclusion:In conclusion, whether it is nurtured by an insightful teacher or managed through self-awareness, the essential role of psychology in language learning is undeniable. The process of mastering a new language is not simply an intellectual challenge — it is an emotional and personal journey. Motivation drives effort, attitude shapes openness, confidence removes fear, and emotions determine memory strength. By understanding the psychological dimensions of learning, teachers and learners can transform frustration into progress. Encouraging positive emotions, cultural curiosity, and self-belief can dramatically improve results. As statistics and research continue to show, psychological readiness often determines success more than linguistic ability itself. Ultimately, to learn a language is to understand not only new words but also oneself. Psychology gives us the tools to make that journey deeper, more meaningful, and more successful.
Reference: 1. Robert C. Gardner va Wallace E. Lambert – Attitudes and Motivation in Second-Language Learning (1972). Rowley, MA: Newbury House. 2. Gardner, R. C., & Lambert, W. E. – Motivational Variables in Second-Language Acquisition. Canadian Journal of Psychology, 13(4), 1959.
https://publish.uwo.ca/~gardner/docs/phd.pdf3.
Zoltán Dörnyei – “The Internal Structure of Language Learning Motivation and Its Relationship with Language Choice and Learning Effort.” The Modern Language Journal, 89(1), 2005. 4.Mary Helen Immordino‑Yang – Emotions, Learning, and the Brain: Exploring the Educational Implications of Affective Neuroscience. W. W. Norton & Co., 2015/2016. “Times Higher Education” 2016. 5. Mantiri, O. – “Key to Language Learning Success.” Journal of Arts and Humanities, v4 (1).
G’afforova Hadichaxon was born on November 1, 2007, in Beshariq district, Fergana region. She is currently a first-year student at the Uzbekistan State University of World Languages.
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.
I almost forgot I was in a foreign land, Like a black bird eagerly pecking through the dawn. The rails stretch out like a lasting hymn, The crisp wind carries the fragrance of France.
Outside the window, The vineyard, unwilling to be lonely, Stirs waves of my thoughts.
When Pierre held up the sign saying “Anna Keiko,” In that instant, I forgot the bumps and fatigue of the journey, As if ASSAT Had always been my home in a past life.
September 6, 2025
Written at ASSAT
NO2
The First Encounter
By Anna Keiko
Barefoot, he stands before the castle gate
As if awaiting a beloved’s return
Or like an eagle spreading its wings
To embrace her tenderly.
In an instant, two lost swallows
Arrive together at their spiritual home
The world changes its colors from then on
The sky full of stars resembles ripe grapes in the garden
Oh, my lover from a past life!
Look, the moon is conversing with us too
Its heart, untouched by seasons
Even in September, still wanders through summer’s currents
My friend says the art of the Louvre and Montmartre is noble,
yet street art remains a mirror of common life.
When fatigue sets in, sit down, have a coffee,
savor the ease brought by foreign culture and slow living.
NO10
Contemplation
By Anna Keiko (Shanghai, China)
How many paths must one walk to reach
that unknown polar realm?
What lies stored in the cold palace
bathed in sunlight—
flowers, or coffee,
or perhaps
a wilderness teeming with creeping insects?
06:02 November 2, 2025
Anna Keiko, a distinguished poetess and essayist from Shanghai, China, has made a profound impact on contemporary literature. A graduate of Shanghai East China University with a Bachelor’s degree in Law, she has achieved global recognition for her poetry, which has been translated into more than 30 languages and published in over 500 journals, magazines, and media outlets across 40 countries. Keiko is the founder and chief editor of the ACC Shanghai Huifeng Literature Association and serves as a Chinese representative and director of the International Cultural Foundation Ithaca. Her affiliations extend to Immagine & Poesia in Italy and the Canadian-Cuban Literary Union, reflecting her commitment to fostering cross-cultural literary exchanges.
Her poetic oeuvre spans six collections, including “Lonely in the Blood and Absurd Language”, showcasing her exploration of human emotions, environmental concerns, and existential themes. Her innovative style and evocative imagery have earned her numerous accolades, such as the 30th International Poetry Award in Italy and the World Peace Ambassador Certificate in 2024. Notably, she was the first Chinese recipient of the Cross-Cultural Exchange Medal for Significant Contribution to World Poetry, awarded in the United States in 2023. Her works, including “Octopus Bones” and other acclaimed poems, have resonated with readers worldwide, garnering invitations to prominent international poetry festivals and conferences. Her dedication to the arts extends beyond poetry, encompassing prose, essays, lyrics, and drama, underscoring her versatility as a writer. Nominated for the Nobel Prize in Literature in 2020, Anna Keiko continues to break barriers, bringing Chinese literature to the global stage.
Biography
Anna Keiko, originally named Wang Xianglian, was born in Wuyuan County, Jiangxi Province, China. She is an internationally renowned poet, painter, and editor, currently residing in Shanghai. In 2016, she founded the ACC Shanghai Huifeng International Literary Society and its international online magazine, serving as President and Editor-in-Chief. Additionally, she holds the positions of China Representative for the Spanish Cultural Foundation ITHACA, partner for Italy’s “Art and Poetry” association and the US Cross-Cultural Communication Association, and Council Member of the China Youth Literature Association. As a proactive promoter of world poetry, Annakeiko received the UNESCO-certified “International Ambassador for Peace Outstanding Contribution Award”. Her poems have been translated into over 30 languages, with more than two thousand works published in over 500 newspapers and magazines across more than 60 countries globally. To date, she has published 11 personal poetry collections, one translated work, and has edited or contributed to dozens of poetry anthologies.
Anna Keiko has been frequently invited to significant international poetry festivals and has received over 30 international poetry awards, including the Italian 30th “Seppia” International Literary Gold Prize and the “Poetry Excellence Outstanding Contribution Award” from the US Cross-Cultural Association – the first time this award was given to a Chinese poet since the association’s establishment over 50 years ago. Domestically, she has received the Shanghai Citizen’s Poetry Festival Award three times and was nominated for the Nobel Prize in Literature in 2020. In 2022, Anna Keiko was interviewed by the renowned Chinese military poet Senior Colonel Xue Xixiang. The related content was fully reported by the US’s largest Asian news media, “Southern US News”, and published across two full pages in the overseas edition of the “People’s Daily”, generating widespread social influence. That same year, Shanghai “Xinmin Evening News” reporter Zhou Nan produced a featured interview with her. The preface poem from her collection “The Language of Deep Sleep” was broadcast on Shanghai People’s Broadcasting Station, and she was interviewed by the station’s host, Han Jiang.
In February 2025, she was interviewed by the renowned Italian poet, journalist, and translator Angely Kosta, with the article published in several countries. In September 2025, she was interviewed for the art program of Paris TOPTv. Also in 2025, her paintings were exhibited at the Paris Art Fair, Galerie La Fabrique, and several other art galleries and spaces. In August 2024, Annakeiko co-edited with Chilean international editor Luis Cruz-Villalobos “Contemporary Chinese Poetry in English – Dragon Songs”, published in Chile. The anthology features works by 30 outstanding poets from mainland China, sold globally via Amazon, promoting the globalization of Chinese poetry. That same year, the ACC Shanghai Huifeng International Literary Society she founded jointly organized the “International New Year Poetry Gathering” with the North American Poetry Association, attracting poets from 26 countries.
The ACC Shanghai Huifeng International Literary Society established by Anna Keiko has repeatedly co-organized international poetry events with the US North American Poetry Association and has successfully held numerous poetry recitation events both online and offline in China. Furthermore, the Shanghai Huifeng International Literature WeChat public account and several websites she oversees have published collections from poets in over 100 countries. She has also published a significant number of poetry critiques, essays, and dramatic works.
The influence of the translator’s personality on translation quality
Author: Toshpo‘latova Aziza
University: Termiz davlat universiteti
Field: Tarjima nazariyasi va amaliyoti
Annotatsiya: Ushbu maqolada tarjima jarayonida tarjimon shaxsining tarjima sifatiga ko‘rsatadigan ta’siri chuqur tahlil qilinadi. Tarjimonning kasbiy mahorati, shaxsiy fazilatlari, madaniy saviyasi hamda til kompetensiyasi tarjima natijasining aniqligi, uslubiy yaxlitligi va madaniy mosligini belgilovchi asosiy omillar sifatida o‘rganiladi. Shuningdek, tarjimonning ijodiy yondashuvi, emotsional intellekti, madaniyatlararo tafakkuri va mas’uliyat hissi tarjima jarayonida qanday rol o‘ynashi ilmiy jihatdan asoslab beriladi.Kalit so‘zlar: tarjima sifati, tarjimon shaxsi, madaniy kompetensiya, ijodkorlik, tarjima jarayoni, til tafakkuri
Annotation :This article provides an in-depth analysis of the influence of the translator’s personality on translation quality. The translator’s professional skills, personal qualities, cultural background, and language competence are explored as key factors that determine the accuracy, stylistic integrity, and cultural relevance of the translated text. The article also explains scientifically the role of the translator’s creative approach, emotional intelligence, intercultural thinking, and sense of responsibility in the translation process.
Keywords: translation quality, translator’s personality, cultural competence, creativity, translation process, linguistic thinking.Аннотация :В данной статье подробно анализируется влияние личности переводчика на качество перевода. Профессиональное мастерство переводчика, его личные качества, культурный уровень и языковая компетенция рассматриваются как ключевые факторы, определяющие точность переведенного текста, стилевую целостность и культурную адекватность. Также научно обосновано, какую роль играют творческий подход переводчика, его эмоциональный интеллект, межкультурное мышление и чувство ответственности в процессе перевода.Ключевые слова: качество перевода, личность переводчика, культурная компетенция, креативность, процесс перевода, языковое мышление.
Introduction
Translation has played a special role in the history of humanity as a means of intercultural communication and exchange of ideas. In every period, translation has served not only as the transfer of words, but also as the transmission of ideas, values, and cultural meanings. Therefore, translation quality cannot be limited to grammatical accuracy or lexical precision alone. The translator is a bridge between two languages and two cultures. He/she must not only possess linguistic knowledge, but also broad thinking, cultural sensitivity, empathy, analytical ability, and creativity. For this reason, modern translation studies recognize the personality of the translator as a decisive factor in translation quality.
Many translation theorists (Komissarov, Nida, Newmark, Baker, etc.) have analyzed the role, responsibility, and personal approach of the translator. According to them, the success of translation is directly related not only to the translator’s knowledge, but also to his/her worldview and ethical responsibility.
Methodology
This research is based on the following scientific approaches: Descriptive method – the relationship between the translator’s personality and translation quality was described based on scientific sources. Comparative analysis – the differences between various translation schools (Russian, English, and Uzbek translation studies) were clarified. Empirical observation – translation classes involving teachers and students were analyzed, and the individual characteristics of the translator were observed. Content analysis – features of translator’s style in literary and academic translations were studied through examples. Scientific literature, articles and practical translation texts (literary works, articles, academic texts) were used as research sources.
Results Analysis revealed the following main results: Translation quality is closely connected with the translator’s personal qualities. The translator’s patience, sense of responsibility, wide thinking, and artistic taste have a significant influence on the translation process. Perfect linguistic knowledge is not enough. A translator must understand not only grammar, but also metaphors, idioms, and cultural codes of the language. Cultural competence is the key to successful translation. In cases of cultural differences, the translator’s cultural sensitivity prevents errors and makes translation more natural.
Creativity plays an important role in translation. To recreate the tone and spirit of each text, the translator applies creative elements. Translators’ ethical position and responsibility matter. The translator must remain faithful to the text and convey the author’s message without distortion, adhering to professional honesty and objectivity.
Discussion The findings show that the role of the translator’s personality is one of the most important factors determining translation quality. As classical translation scholar Yu. N. Komissarov (1990) noted, “a translator is not only a transformer of language, but a creator of meaning. ”E. A. Nida (1964) suggested evaluating translation through “dynamic equivalence,” meaning that the translated text should produce the same effect on the target reader as the original did on the source reader. For this, the translator’s ability to perceive emotions, culture and context is crucial.
According to P. Newmark (1988), translation is not only related to language, but also to thinking. The translator creates a new semantic space between languages. This requires creativity, intuition, and analytical thinking. In Uzbek translation studies, the issue of translator personality has also received attention. Scholars such as O. Sharafiddinov, N. Komilov, and A. Obidjon have defined translation as a creative process and pointed out that the translator’s spiritual richness and artistic taste determine the quality of translation.
In today’s globalization, translation is not only transferring a text into another language, but also adapting a whole cultural code into another culture. In this process, the translator’s unique worldview, individual perception and personal experience are essential elements. Because each person interprets the world differently — therefore translation is also influenced by personal interpretation.
Furthermore, modern translation studies include the concept of the “translator’s visibility and invisibility” (Lawrence Venuti). Sometimes the translator’s voice, stylistic sensitivity, and personal decisions may make the translation more natural, lively, and relevant to contemporary context.
Conclusion Based on the above analysis, the following conclusions can be drawn: The core factor of translation quality is the translator’s personality, cultural worldview, and professional competence. To improve translation quality, the following qualities must be developed in translators: perfect linguistic and cultural knowledge creative and analytical thinking professional responsibility and ethical position communicative and emotional intelligence
In training translators, not only linguistic knowledge, but also cultural, psychological and creative skills should be emphasized. Considering the human factor in translation is the key to high-quality translation. In general, in modern translation practice, the translator’s inner world, cultural capital, and emotional intelligence are becoming central. Even in the era of advanced technologies, AI translation and automated systems, human creativity and contextual sensitivity still remain superior to artificial intelligence.
Therefore, in translator training systems today, the following components should be considered strategic priorities: psychological preparation, development of cultural thinking, expansion of creative thinking, strengthening ethical responsibility.
Thus, at the heart of translation quality lies not linguistic knowledge alone, but the translator’s personality — his/her worldview, experience, knowledge, and cultural sensitivity. This requires considering the translator not as a simple “language mediator,” but as a “cultural diplomat.”
Recommendations: Organizing special trainings on intercultural communication and ethical responsibility for translators. Introducing the course “Translator Psychology” in translation departments. Preserving the role of human creativity when using artificial intelligence tools in translation. Establishing a mentor–apprentice system for young translators.
ReferencesKomissarov, Yu. N. (1990). O perevode i perevodchike. Moscow: Nauka.Nida, E. A. (1964). Toward a Science of Translating. Leiden: Brill.Newmark, P. (1988). A Textbook of Translation. London: Prentice Hall.Baker, M. (2011). In Other Words: A Coursebook on Translation. London: Routledge.Larson, M. L. (1998). Meaning-Based Translation: A Guide to Cross-Language Equivalence. Lanham: University Press of America.Catford, J. C. (1965). A Linguistic Theory of Translation. London: Oxford University Press.Sharafiddinov, O. (2003). Tarjima san’ati. Tashkent: Fan.Komilov, N. (2015). Til va tafakkur uyg‘unligi. Tashkent: Yangi asr avlodi.
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.
