European International Journal of Pedagogics

Typology of Exercises and Tasks for Forming Grammatical Competence in English

2026-03-19T01:16:23+00:00

Grammatical competence plays a central role in the process of learning a foreign language, particularly in the development of accurate and meaningful communication. This article examines the typology of exercises and tasks that contribute to the effective formation of grammatical competence in English language teaching. The study discusses theoretical foundations of grammar instruction, the role of communicative methodology, and the integration of cognitive and interactive strategies in the learning process. Particular attention is given to the classification of grammatical exercises such as reproductive, transformational, substitution, and communicative tasks. The paper also analyzes methodological principles that support the transition from theoretical knowledge of grammar rules to their practical application in speech. Various examples of classroom activities are presented to demonstrate how grammar instruction can be integrated into meaningful communicative contexts. The findings emphasize that a balanced system of exercises contributes to the development of students’ grammatical accuracy, fluency, and overall linguistic competence.

Design, Practice, And Anxiety Reduction: A Meta-Analysis Of STEM-Oriented Interventions for Preservice Primary Teachers’ Foreign Language Speaking Confidence

2026-03-08T13:12:09+00:00

Foreign language speaking anxiety remains a persistent barrier to oral performance, participation, and communicative development across second and foreign language settings, with consequences that extend from learners’ moment-to-moment classroom engagement to their long-term willingness to use the target language in professional contexts (Ansari, 2015; Bailey, 2020; Bashori et al., 2022). For preservice primary teachers, the stakes are amplified: they are expected to model communication, facilitate interaction, and create emotionally safe learning environments, yet many teacher candidates report anxiety when speaking in a foreign language and uncertainty about how to design learning tasks that support confident oral production. In parallel, teacher education has intensified attention to STEM-oriented design practices, which promote iterative problem-solving, collaboration, and authentic communication—conditions that may indirectly reshape affective barriers and strengthen self-efficacy beliefs related to performance (Bandura, 1997; Aslan-Tutak et al., 2017; DiFrancesca et al., 2014). This article develops a publication-ready meta-analytic synthesis focused on intervention studies that address speaking anxiety and speaking performance, while theoretically integrating mechanisms from STEM design-based teacher education and self-efficacy theory. Using established meta-analysis principles and methodological guidance, the study constructs an interpretive quantitative-qualitative synthesis pathway: defining eligibility boundaries, coding intervention characteristics, and interpreting patterns of effects and heterogeneity through a mechanism-focused lens (Arthur Jr. et al., 2001; Desimone, 2009; Bangert-Drowns et al., 2004). The results are presented as a descriptive meta-analytic narrative that traces how particular intervention logics—flipped learning, web-based speaking practice, remote tasks, gamified language learning, voice-based interaction, dynamic assessment, and embodied methods—operate as anxiety-reduction pathways, and how STEM-oriented design practice in preservice preparation may amplify those pathways by providing mastery experiences, peer collaboration, and professional identity development (Abdullah et al., 2021; Abuhussein et al., 2023; Ali, 2022; Anton, 2009; Blackmore et al., 2018). The discussion advances a practical framework for designing preservice programs that deliberately connect STEM design pedagogy and language speaking interventions to reduce anxiety and strengthen speaking confidence, while acknowledging limitations of evidence transfer across populations and the methodological constraints typical of intervention research (Desimone, 2009; Becker & Park, 2011).

Development of A Culture of Interethnic Communication Among Students: A Systematic Approach and Topical Issues

2026-03-21T13:19:11+00:00

The article analyzes important social and cultural aspects of the formation and development of a culture of interethnic communication among student youth, current tasks of the modern education system, the expansion of the worldview of young people, the formation of respect and empathy towards cultural differences, as well as the possibilities of successful activity in a global society, the significance of the process, its main directions, and proposed solutions.

Development of Students’ Research Activity Through Problem-Based Learning Technologies in Physics Lessons

2026-03-17T02:47:11+00:00

This article discusses the issues of developing students’ research skills through the use of problem-based learning technologies in the process of teaching physics in professional educational institutions. The use of innovative pedagogical approaches in physics education plays an important role in developing students’ independent thinking, increasing their interest in scientific inquiry, and forming their ability to solve problem situations. During the research process, the methodology of developing students’ research competencies was analyzed through activities such as creating problem situations, proposing scientific hypotheses, conducting experiments, and drawing conclusions. The results showed that the use of problem-based learning technologies ensures the development of students’ analytical thinking, scientific reasoning, and deeper understanding of physical phenomena. This approach serves as an important pedagogical tool for improving the effectiveness of physics education.

Topical Issues of Foreign Language Instruction in Non-Philological Higher Education Programs

2026-03-21T03:40:47+00:00

The rapid development of science and technology worldwide, along with humanity’s experience of the age of electronic technologies, necessitates adaptation to the digital era. The widespread implementation of electronic devices in scientific research and in the production sectors of national economies has led to the expansion of international socio-economic, political, and cultural relations in these regions. As a result, the integration of electronic tools into the educational process in accordance with pedagogical and psychological approaches ensures the effectiveness of integrating foreign language instruction with professional disciplines for students of non-philological higher education institutions, in line with contemporary demands. Taking into account the field of study and specialization in the provision of subject-specific educational materials, and proposing appropriate learning strategies harmonized with electronic technologies, has become one of the pressing issues in preparing higher education students as highly qualified specialists in their professional fields.

Continuity of Lower- And Higher-Order Thinking Skills in Primary Education: The Example of Mother Tongue and Reading Literacy Lessons

2026-03-17T02:30:37+00:00

Primary education is the most important stage in building the foundational basis of a learner’s literacy. It is precisely during this period that a child develops skills related to reading, understanding a text, expressing thoughts coherently, and applying rules and concepts in practice. However, the demands of modern education require that the teaching process in primary grades should not be limited only to “remembering knowledge” or “retelling” it. On the contrary, lessons should gradually make the learner’s thinking activity more complex; that is, together with lower-order thinking skills, they should consistently foster higher-order thinking skills as well. This article highlights the scientific and methodological foundations for integrating lower-order thinking skills as a “foundation” and higher-order thinking skills as an “intellectual and creative peak,” as well as the mechanisms for naturally moving toward the operations of analysis, evaluation, and creation through chains of questions and tasks in mother tongue and reading literacy lessons.

Symmetry and Asymmetry as Linguocultural Phenomena in English And Uzbek Literary Discourse

2026-03-19T02:35:02+00:00

This article examines symmetry and asymmetry as linguocultural phenomena in English and Uzbek literary discourse. The study proceeds from the assumption that literary form is not merely an aesthetic shell of content, but a meaningful cultural mechanism through which authors organize value systems, temporal perception, emotional balance, and social hierarchy. Symmetry is interpreted as a principle of equivalence, recurrence, compositional balance, and semantic parallelism, while asymmetry is understood as a principle of deviation, disruption, incompleteness, and perspectival unevenness. The aim of the article is to identify how these two principles function in English and Uzbek literary texts and how they reflect national models of world perception. The research is based on a comparative linguoculturological and stylistic analysis of selected English and Uzbek prose texts, including works by Jane Austen, Virginia Woolf, Abdulla Qodiriy, and O‘tkir Hoshimov. The analysis shows that in both traditions symmetry is associated with ethical order, ritualized communication, and textual cohesion, whereas asymmetry often marks psychological tension, historical rupture, social conflict, and the individualization of voice. At the same time, the English literary tradition tends to realize symmetry through irony, conversational equilibrium, and compositional framing, while Uzbek literary discourse more frequently links symmetry to relational ethics, communal value, and narrative circularity. Asymmetry in English prose is often internalized as fragmentation of consciousness, whereas in Uzbek prose it is frequently connected with historical upheaval, moral imbalance, or a break in communal continuity. The article argues that symmetry and asymmetry should be treated as culturally loaded discourse strategies rather than purely formal stylistic devices.

The Significance of Emotional Intelligence Across Various Professions

2026-03-14T07:30:26+00:00

This article examines the role of emotional intelligence (EQ) in the modern labor market and its impact on efficiency across various professional fields. The primary focus of the research is to classify professions through the concept of "emotional labor" and to identify the essential emotional competencies for each group. The article scientifically establishes that EQ is not merely a personal trait but a strategic resource for professional success. Research findings confirm that employees with high EQ levels exhibit a lower rate of professional burnout and higher indicators of team collaboration.

Methodology for Teaching Students Creative Writing in A Foreign Language

2026-03-19T02:28:05+00:00

This paper examines the problem of teaching students creative writing in a foreign language. The goal of the work is to develop and test a methodology for teaching creative writing in a foreign language, based on the principles of project-based learning, cooperative learning and feedback. The paper presents the theoretical foundations of creative writing and its role in teaching a foreign language, as well as a description of the developed methodology, its advantages and disadvantages. The paper also describes the conduct of experimental training using the developed methodology with a group of students studying a foreign language in non-linguistic universities. The work uses various methods of data collection and analysis, such as testing, questioning, observation and examination. The work confirms the research hypothesis and draws a conclusion about the effectiveness of the developed methodology for teaching creative writing in a foreign language. The work also provides examples of creative texts created by students during their studies, and analyzes their features, strengths and weaknesses. The paper discusses possible directions for further research and development of methods for teaching creative writing in a foreign language.

National-Pedagogical Mechanisms for Preventing Cyber-Verbal Aggression in Educational Environments

2026-03-13T11:41:52+00:00

The proliferation of digital communication platforms in educational environments has led to the emergence of cyber-verbal aggression, posing significant threats to students’ psychological well-being, social cohesion, and moral development. This study investigates the national-pedagogical mechanisms for mitigating such aggression within the educational context, emphasizing culturally grounded approaches that integrate moral, ethical, and behavioral norms specific to the societal framework. By analyzing the interplay between traditional values, educational policies, and modern digital interactions, the research elucidates strategies that foster resilience, ethical digital citizenship, and proactive conflict prevention. Empirical and theoretical insights are synthesized to propose a holistic model that addresses both preventive and corrective dimensions of cyber-verbal aggression, ensuring sustainable educational outcomes and the reinforcement of culturally relevant moral education.

Results of Corrective Work in Children with Dysgraphy And Dyslexia

2026-03-21T13:20:28+00:00

This article is aimed at identifying developmental disorders associated with dysgraphia and dyslexia in children of primary school age and studying the effectiveness of correctional work in them. During the research, the level of written speech, graphomotor skills and text comprehension of children was assessed using special diagnostic tests. The experimental group was subjected to systematic correctional work based on individual and small group training. The results showed that correctional work carried out on the basis of special methods significantly reduced children's writing errors, increased text comprehension and reading skills, and helped develop graphomotor skills. The results of the study indicate that from a pedagogical and psychological point of view, it is important to develop children, ensure their successful adaptation to the educational process, and improve special methods.

Inclusive Education: Theoretical and Methodological Foundations, Practice and Prospects

2026-03-18T09:38:11+00:00

This article provides a scientific analysis of the theoretical and methodological foundations of inclusive education, its socio-legal framework, and its relationship with modern pedagogical approaches. The study reveals that inclusive education is grounded in the principles of human rights, social justice, and equal opportunities. The essence of methodological approaches such as differentiated instruction, universal design, and collaborative pedagogy is examined. Furthermore, issues related to the adaptation of the school environment, professional development of teachers, and the organization of cooperation with parents are considered from both theoretical and practical perspectives. The article analyzes the problems and barriers that arise in the process of implementing inclusive education and develops proposals and recommendations for overcoming them. The research findings substantiate the positive impact of inclusive education on the quality of learning, social integration, and the comprehensive development of the individual.

Theoretical and Methodological Foundations of Integrating Visual Arts and Ceramics

2026-03-21T03:42:38+00:00

This extensive study investigates the theoretical and methodological underpinnings of integrating visual arts and ceramics within the school educational framework. It focuses on enhancing students’ aesthetic perception, creative cognition, and practical competencies through the incorporation of national applied art traditions into visual arts instruction. Employing pedagogical observation, experimental activities, and comparative analysis, the research establishes evidence for the effectiveness of this interdisciplinary integration. Findings reveal that combining ceramics with visual arts lessons significantly contributes to holistic artistic development, deepens appreciation for cultural heritage, and strengthens both imaginative and practical skill sets. The study underscores the necessity of structured methodological approaches in fostering student engagement and sustaining the educational value of artistic disciplines.

Psycholinguistic Foundations of English Written Speech

2026-03-17T02:39:29+00:00

This article examines the psycholinguistic foundations of English written speech from the perspective of language production, cognition, and second-language learning. Written speech is interpreted as a complex form of речевая деятельность in which conceptualization, lexical retrieval, grammatical encoding, planning, monitoring, revision, and working memory interact in a dynamic system. The purpose of the article is to identify the main psycholinguistic mechanisms underlying English written production and to explain their significance for the development of learners’ written competence. The findings show that English written speech is not a simple graphic record of oral language, but a cognitively demanding and socially mediated process requiring the coordination of multiple levels of linguistic and mental activity. Special attention is given to the role of working memory, lexical access, syntactic planning, self-monitoring, and revision in producing coherent written texts. The article also discusses the specific challenges of English writing for learners in foreign-language contexts, where linguistic knowledge, cognitive load, and discourse conventions interact. It is concluded that the psycholinguistic study of English written speech provides a scientific basis for improving writing instruction, because it reveals how written texts are planned, generated, regulated, and refined in real time.

Model for Preparing Future Teachers Based on Contemporary Trends: An Analysis Grounded in Talis-2024 Results

2026-03-19T02:36:54+00:00

This article examines the findings of the TALIS 2024 survey in the context of Uzbekistan’s lower secondary education system, providing a comprehensive analysis of teacher demographics, professional practices, development, wellbeing, and satisfaction. The study highlights that Uzbek teachers are relatively young, with a higher proportion of early-career professionals compared to OECD averages, emphasizing the need for effective mentoring and professional development programs. Gender composition indicates a gradual increase in male participation, suggesting a slow restoration of gender balance in the teaching profession. The survey reveals strong collaboration among teachers, positive relationships with students, parents, and school principals, and active engagement in professional development. The use of artificial intelligence and digital technologies is higher than the OECD average, reflecting openness to pedagogical innovation. Mentoring and induction systems are well-established, supporting novice teachers and enhancing teaching quality.

Developing Jump Endurance in Handball Players Through Situational Exercises to Improve the Effectiveness of Jumping Activity

2026-03-16T09:35:32+00:00

Jumping ability plays a crucial role in handball performance, especially in offensive and defensive actions such as jump shots, blocking, and rapid changes of movement. One of the key components of this ability is jump endurance, which allows players to perform repeated jumps effectively during the entire match. The purpose of this study is to analyze the effectiveness of situational exercises in developing jump endurance among handball players. The article discusses theoretical aspects of jumping activity, the physiological and biomechanical foundations of jump endurance, and the role of situational training exercises in improving the effectiveness of jumping performance in handball. The results indicate that the integration of situational drills with plyometric and endurance exercises contributes significantly to improving players’ jumping capacity and overall game performance.

Organizing A Competency-Based Approach Through Reflection: Insights From IBN Sina’s Educational Philosophy

2026-03-19T02:31:59+00:00

This article explores the integration of reflection into competency-based educational approaches, drawing upon the pedagogical insights of Ibn Sina (Avicenna). By examining the epistemological foundations of Ibn Sina’s didactic methods, the study highlights how reflective practice can enhance the development of both cognitive and practical competencies in learners. The research synthesizes historical philosophical perspectives with contemporary educational theory, demonstrating the enduring relevance of Ibn Sina’s methodology in modern pedagogical frameworks. Emphasis is placed on fostering metacognition, critical thinking, and ethical reasoning through structured reflective exercises that align with competency-based objectives. The study contributes to the ongoing discourse on educational innovation by offering a model that bridges classical intellectual heritage with present-day competency-oriented curricula.

The Linguistic, Psychological and Didactic Interpretation of The Concept of Speech Activity

2026-03-14T07:13:22+00:00

The concept of speech activity plays a central role in modern linguistics, psychology, and language pedagogy. It reflects the process of producing and perceiving speech as a form of human communication. This article analyzes the linguistic, psychological, and didactic interpretations of speech activity and highlights its importance in language teaching and learning. The study examines theoretical approaches proposed by prominent scholars and discusses the role of speech activity in developing communicative competence in foreign language education.