Future Teachers in Action: Undergraduate Students Share Their Research

Have you ever wondered when innovations in education work? 🤔

The answer lies in teacher ownership - Innovations thrive only when teachers unite and embrace them willingly. In other words, successful educational change is often bottom-up, initiated by teachers themselves.

In 2024-2025, a group of teacher educators from Namangan State University and Namangan Foreign Languages Institute and I came up with the idea of introducing undergraduate students to exploratory action research (EAR). As Richard Smith and Paula Rebolledo explain, EAR enables teachers to "gain a greater understanding of issues in their classrooms", "to explore and solve classroom problems for themselves", and develop solutions based on "practical experience, not literature". 

Why Should Future Teachers Learn EAR? 👀

Exploratory Action Research equips future teachers with essential skills for professional growth. It helps them

• build their confidence in teaching abilities, 
• feel empowered to experiment and refine teaching practices,
• develop critical reflection and problem-solving skills - must-have traits of modern, resilient teachers.  

On 29-30 March 2025, 26 students from Namangan Foreign Languages Institute and 4 students from Namangan State University presented their EAR projects in Teachers Research! 2025 online conference. Below, you can find their names and presentations (along with the links to their poster presentations):

Mentored by the teacher educator Albina Tadjibaeva: 

1. Durdona Olimova - Eyes on Me! How to get high school studentsʼ attention!
2. Oltinoy Rustamova - Talk the Talk: Encourage students to speak more English in group discussions

Mentored by the teacher educators Umida Khakimova, Dildora Sheralieva, Muazzam Boboyeva, and Rushana Inoyatova: 

3. Biltiraliyeva Nozima - ‘Let's not work in groups, teacher!’
4. Lobaroy Shuhratova - Why do my students hate homework?
5. Mashhura Hamdamova - ‘When I ask them questions, they don`t want to answer!’
6. Diyora Abdurahmatova - How can my students learn and remember new words?
7. Gulruhbegim Mirzomiddinova - How to improve student engagement during lessons?
8. Shohsanam Joraboeva - Simple solutions to pronunciation problems
9. Muxtasar Ikromova - Why are my students struggling to speak English?
10. Nazira Abdujabborova - ‘ Speaking lesson again?!’

11. Xolida Umarova - How to teach grammar and vocabulary more effectively?
12. Gulbahor Qurbonaliyeva - Complex grammar topics: It is not the end of the world!

Mentored by the teacher educators  Dilafruz Sarimsakova, Dildora Umarova, Guzal Turaeva and Dildora Abdullaeva

13. Mavluda Jurayeva - Struggling to teach mixed-ability learners?!
14. Fazilatbonu Ubayxonova - Less Stress, More Success: Effective Time Management Strategies
15. Zuhra Boqiboyeva - Groupwork Trouble: Why My 5th Graders Struggle in Groups
16. Nafisa Shamryukova - Breaking the Silence: Boosting Primary School Students’ Participation in Class and Homework Checks
17. Madina Samijonova - Homework: Learning Tool or Just Extra Stress?
18. Mumtozbegim Muxiddinova - From Struggle to Success: Effective Techniques to Have Productive Lessons 

Mentored by the teacher educators  Majid Ayturaev and Elyanora Menglieva

19. Og’iloy Abdulboqiyeva - The impact of EAR on building my teacher confidence in the classroom
20. Munisa Xusanova - How to teach primary school students with effective interactive games?
21. Sevinch Tojiboyeva - Overcoming Teaching Challenges: How to Engage Schoolchildren More Effectively
22. Durdona Azimjanova - Why don’t students want to listen to their teacher while they are giving instructions?
23. Sevara Qamchibekova - Unlocking the Potential of Modern Gadgets in English Lessons
24. Ruhshona Odilbekova - Silent Mode: Why Students Avoid Speaking English?
25. Muattar Axmadjanova - How to teach pronunciation to primary students?
26. Muxlisa Abdulxamidova - How can we involve all students in doing their homework?
27. Shohsanam Solixonova - Engaging all students in the classroom activities
28. Rayhona Shavkatova - English class or Nap time? Why Students Tune Out Certain Activities
29. Mohlaroy Xusanxanova - From Passive to Active: The Secret to Getting Students to Listen

30. Zulfizar Ahmadaliyeva - Why won't they focus? Practical solutions for students' attention

Achievements of NETRUZ in the Pilgrims Teacher Trainer Journal!

 Dear NETRUZ members,

We are pleased to tell you that the NETRUZ leaders - Ella Maksakova and Elyanora Menglieva - presented the community achievements in the November issue of Pilgrims Teacher Trainer Journal. You can read about the history, the beliefs, and the impact of the NETRUZ on English language teachers of Uzbekistan. 

You can learn more about the Pilgrims Teacher Trainer Journal!

You can also watch our interview video of the Pilgrims Teacher Trainer Journal!

NETRUZ presented their achievements!

On June 8, 2024, NETRUZ presented at the MenTRnet Festival event. We are proud to say that the NETRUZ managed to build a collaborative teacher community which promotes teacher-led research, namely exploratory action research. The main aim of introducing exploratory action research is to enable English language teachers to share contextually appropriate methodologies that have developed through exploratory action research. 

NETRUZ organized various online and offline workshops, the first NETRUZ conference in Namangan, and teacher-research mentoring and exploratory action research training courses. All the events organized by NETRUZ were free as we want to support teachers' professional development and the incorporation of research-informed innovations in the classroom. We can definitely say that the NETRUZ has significantly impacted the quality of English language teaching in Uzbekistan, fostering an environment where teachers actively explore their classroom practices and adapt to evolving educational needs and students' expectations.

Watch the YouTube video of the NETRUZ presentation. You can also read the NETRUZ success stories.

Call for speakers: NETRUZ workshops/seminars in 2024

The NETRUZ is planning to organize a series of online workshops and seminars in 2024. The main aims of launching this initiative are to promote best teaching practices and serve as a platform for teachers to exchange ideas and expertise in teaching English as a foreign or a second language. We believe in shared learning, i.e. teachers can learn from each other and thus help one another. We intend to build a stronger learning community of active teachers and researchers who believe in accessible continuous professional development opportunities.

We are inviting teachers, teacher educators, teacher trainers, and researchers to share their expertise with the NETRUZ community. The topics can vary but should be relevant to English language education, research, teacher education, and early childhood education (teaching English to young learners).

If you are interested in sharing your expertise, please register your interest via this Google form. In this form, you are asked to provide your contact details and details about your workshop or seminar. The deadline to express your interest in delivering an online seminar or a workshop is December 25, 2023.

Please note that the workshops/seminars are on a voluntary basis which means we don't expect anyone to pay for anything. All the workshops are free to present and attend.

NETRUZ appreciates you and your contribution to the community.

Looking forward to meeting you all in New Year - 2024. 😃

Teacher-Research Training: 3rd cohort

Dear English language teachers of Uzbekistan,

NETRUZ: Network of English Teacher Researchers in Uzbekistan is pleased to announce the next training on classroom-based research, namely exploratory action research, that will be organized online for English language teachers and teacher educators.

If you would like to improve your research skills, explore your teaching practices, and develop your collaborative and reflective learning through our workshops and regular meetings, you should then JOIN our training program which will start on November 27, 2023!

This training is for English language teacher educators who would like to expand their knowledge and improve their teaching practices and research skills. The training will last for 2 months: December 2023 and January 2024.

• Are you a teacher who is interested in doing classroom-based research?
• Are you a teacher who is interested in finding solutions and improving your classroom practices?
• Are you working in a school, a university, a lyceum, or a college?
• Can you dedicate a minimum of three hours every week (or more if you like) to training and doing research?

If yes, please register your interest using the Google form till November 27, 2023. The link is here.

Best wishes,

NETRUZ

NETRUZ 2nd Cohort Training

 NETRUZ has launched the 2nd exploratory action research training for teachers of Uzbekistan. This training helps teachers learn how to explore their classrooms, identify challenges or successful practices, gain evidence to inform their further actions and bring change into their classrooms. It is good to see that the NETRUZ community is growing and the new leaders are taking the initiative to lead more trainings. NETRUZ is happy to announce the new Project Lead: Ella Maksakova.

Ella Maksakova has been in ELT for more than 10 years. Ella has got her MA in TESOL from Webster University.  Currently, she is working as a teacher of EAP for an undergraduate program and as a teacher trainer for MA TESOL program at Webster University in Uzbekistan.  In 2021 Ella joined a growing community of teacher researchers “NETRUZ” (Network of English Teacher Researchers of Uzbekistan) and one year later became a mentor. She contributed to the publication of the book about Uzbekistan teacher- researchers journey as a coeditor and a co-author. In March 2023 Ella became a project lead for the current cohort of local teacher researchers organized under the NETRUZ community. Her current research interests are teachers’ professional development, reflective teaching, and vocabulary learning strategies.

Also, NETRUZ is happy to have more mentors on board for the second round of exploratory action research training. 

More information about the NETRUZ new Champion teachers will be posted later. We, NETRUZ, believe in the continuous professional development of teachers.

Call for teacher researchers: Round 2

Dear English language teachers of Uzbekistan,

NETRUZ: Network of English Teacher Researchers in Uzbekistan is pleased to announce the opening of a new call for teacher-researchers who would like to be trained in classroom-based research. 

If you would like to improve your research skills, explore your teaching practices, and develop your collaborative and reflective learning through our workshops and regular meetings, you should then JOIN our training program which will start in January 2022!

This training is for experienced (over 2 years of teaching experience) teachers and practitioners who would like to expand their knowledge and improve their teaching practices and research skills.

• Are you a teacher who is interested in doing classroom-based research? 
• Are you a teacher who is interested in finding solutions and improving your classroom practices? 
• Are you working in a school, a university, a lyceum, or a college?
• Can you dedicate a minimum of three hours every week (or more if you like) to training and doing research? 

If yes, send your contact details (email, phone number, telegram number) and a brief personal statement (max. 100 words) outlining where you work (as a teacher) and why you are interested in this project to the following email: netruzproject@gmail.com by November 30, 2022.

Best wishes,
NETRUZ

NETRUZ Conference 2022: New Trends in English Language Teaching and Teacher Education

Namangan State University and NETRUZ (Network of English Teacher-Researchers in Uzbekistan) organized the first Conference of English teacher researchers in Uzbekistan named "New Trends in English Language Teaching and Teacher Education". The conference was organised on May 27-28, 2022 at Namangan State University.

The conference aimed to bring together English language teachers, practitioners, teacher educators, teacher trainers, researchers, teacher-researchers, and mentors to discuss the current issues and trends in teacher education and ELT in Uzbekistan. Besides, this conference served as a platform for NETRUZ teacher-research mentors and action researchers to share their exploratory action research findings and experiences with practitioners.

At the conference, the NETRUZ mentors reflected on their mentoring experience on doing exploratory action research, while other teacher researchers shared their EAR findings and materials with teachers who face similar challenges. Several teacher educators also talked about the importance of teachers being reflective and having an inquiry mindset. The conference videos and materials (classroom materials, e-book) will be shared on the NETRUZ blog so that every teacher has access to them.

Conference participants also learned about the NETRUZ project and received a copy of the NETRUZ book: The teacher research journey: Voices from champion teacher-researchers of Uzbekistan. The book consists of two parts: part 1 tells the reflective stories of the mentors; and part 2 contains the exploratory action research stories of the NETRUZ teacher researchers. The book was edited by two members of the project team – E. Menglieva and M. Alimova – and 3 mentors – M. Mirvokhidova, E. Maksakova and N. Tillaeva. The reason the NETRUZ team decided to produce a book was to allow mentors to share their mentoring experience and their journey of being teacher-researchers and to provide recommendations to future mentors of teacher-research and teacher-research programmes. The book was also a great opportunity for teacher-researchers (including mentors) to share their exploratory action research projects with other teacher-researchers and particularly the authorities of their institutions (schools and universities). These institutions are now encouraging other teachers to be involved in classroom research projects and NETRUZ.

NETRUZ and NamSU Conference - Call for Articles

Namangan State University

Network of English Teacher Researchers in Uzbekistan (NETRUZ)

Call for Articles

Namangan State University and NETRUZ (Network of English Teacher-Researchers in Uzbekistan) are pleased to announce the call for papers for the International Conference on New Trends in English Language Teaching and Teacher Education. The conference will be organised on May 27-28, 2022 at Namangan State University.

The conference aims to bring together English language teachers, practitioners, teacher educators, teacher trainers, researchers, teacher-researchers, mentors to discuss the current issues and trends in teacher education and ELT in Uzbekistan. Besides, this will serve as a platform for NETRUZ teacher-research mentors and action researchers to share their exploratory action research findings and experiences with practitioners.

Papers could be on the themes mentioned below.
● Teacher research (action research, reflective research, exploratory action research, etc.)
● Teacher professional development
● Teacher Training Education
● Digital materials for online teaching
● Teachers’ voice in curricular and educational change
● ELT Methodology and Creative Teaching Methods
● Language Education Policy and Leadership
● Creativity, Critical Thinking & Problem Solving
● Language Assessment
● Teaching EAP and ESP
● Inclusive language education
● Language and Culture

Requirements for conference materials:

1. All full paper submissions (reviews, conceptual, and research papers) will be peer-reviewed and evaluated based on originality, accuracy, and relevance to the conference themes. Make sure that your papers are plagiarism-free and do not duplicate the works of others and yours.
2. Make sure that your submitted materials do not contain many grammatical and mechanical errors and follow clear organisation. Your materials should be written in ENGLISH.
3. The submitted materials submitted to the conference are expected to be in the 2,000 - 4,000 word range.
4. The text of the papers must be typed in A4 format, with Times New Roman, size 12pts., 1 line spacing, 2 cm margins on all sides, in docx. rtf. format, no paragraph spacing. Don’t number pages.
5. Follow the format: on the first line - Write THE TITLE OF THE TOPIC (in capital letters), the second line - last name, first name of the author, the third line - affiliation (workplace), position, the fourth line - a 100-word abstract in English and Uzbek. Use headings where needed.
6. In-text citations and references are required. The references and in-text citations should follow the APA (American Psychological Association) 7th Edition style. The list of references should be placed at the end of the text.
7. Papers that meet all the above-mentioned requirements will be included in the conference proceedings and recommended for the presentation at the conference.
8. If you want to present at the conference, please mention it in the conference participant’s form (see Appendix 1). NOTE: As we have a limited number of slots for presenters, we will select the presenters based on the originality and relevance to the conference's main themes. You can still attend the conference without article submission or presentation.
9. All articles must be submitted to the following email: netruz.conference1@gmail.com

Languages of the conference: English, Uzbek, Russian.
Submission deadline: April 20, 2022.
The article submission fee: 20 000 sums per page
Payment method: The conference contact person will inform the selected authors and the payment method will be communicated to the selected authors’ articles.

Conference venue: Namangan State University
Address: 161 Boburshokh Street, Namangan, Uzbekistan,
Index: 160107
Phone: +998913423913 (Telegram)
Email: netruzproject@gmail.com; netruz.conference1@gmail.com

UK Ambassador's Choice Award 2022

NETRUZ is pleased to share that Elyanora Menglieva who initiated this project received the UK Ambassador's Choice Award 2022. The UK Ambassador to Uzbekistan, Tim Thorlot, commented:


“The dynamism, determination and ambition that Eleanor has demonstrated means that her time in the UK has been truly transformational for her, not only personally, but also professionally. And I admire the fact that she uses her education not only to develop her own career, but also to benefit other people in the field of education, which is very important for the UK and Uzbekistan.”

You can watch the Award Ceremony on the YouTube.

NETRUZ is proud to contribute to the teacher community and is happy to launch more teacher development opportunities in the nearest future!!!

NETRUZ Champion Teacher-Researchers

The NETRUZ project organized its second training for English language teachers between October 2021 - January 2022. During this period, these teachers were trained by NETRUZ mentors in exploring classroom practices, identifying challenges and taking necessary actions to bring changes to their classrooms.

Meet the NETRUZ Champion Teacher-Researchers:

1) Nozima Mukhtarova - a Senior Instructor of Communicative English at the Branch of the Russian State Pedagogical University named after A.I. Herzen in Tashkent and an English teacher at Specialized School N-227

2) Khurshida Eshimova - an English language teacher at the specialized school No. 91 in Tashkent

3) Jamola Urunbaeva - an EFL teacher at Inter Nation English Language School 

4) Janar Abuova - a Senior Lecturer at Yeoju Technical Institute in Tashkent and one of the founders of the double degree program for Content and Language teachers in Uzbekistan

5) Dildora Ashurova - an English teacher at the Academic Lyceum of Bukhara Engineering Technological Institute

6) Dilshoda Mahkamova - an EFL teacher at Namangan State University

7) Mukaddam Ibrokhimova - an EFL teacher at Namangan State University

8) Lazokat Dadabayeva - an EFL teacher at Namangan State University

9) Gulbakhar Nurimbetova - Specialized school for foreign languages N31 in the Republic of Karakalpakstan

10) Guzal Eshchanova - a Senior Lecturer of English at Tashkent Institute of Irrigation and Agricultural Mechanization Engineer - National Research University

11) Yana Kuchkarova - an EFL senior-teacher at Namangan State University, Uzbekistan

The research project results will be shared through the publications and webinars to be organized by the NETRUZ project in Spring 2022.

NETRUZ Champion Teacher: Mukaddam Ibrokhimova

My name is Mukaddam Ibrokhimova. I am an EFL teacher at Namangan State University, Uzbekistan.

My research interest for this project was to identify how to motivate reluctant low proficiency level students to participate in group work activities in a multilevel context.

Abstract of my classroom-based research

Student demotivation and their reluctance, particularly, during speaking activities, have been an unpleasant challenge for many EFL and ESL teachers most of the time. This chapter explores some speaking related challenges such as students’ unwillingness to participate in group work activities, the factors which keep them from speaking, as language level diversity, lack of vocabulary, lack of confidence, fear from being mocked because of their errors. This is done by analyzing teacher self and peer observations and surveys of 17 students in one of my classes at Namangan State University, Teaching English Methodology department. Through thematic analyzes and taking some actions, several effective strategies were found to overcome the mentioned challenges. This chapter concludes with the coping approaches and the areas which need to be discussed for further research.

Reflections on the training and exploratory action research

Every teacher is more likely to come across various challenges in the classroom which lead to teacher and student demotivation. Obviously, student and teacher demotivation results in ineffective lessons. Like most other teachers I also have undergone those ups and downs during my teaching experience. However, NETRUZ Exploratory Action Research Project was a huge help to make us capable of exploring our classes, analyzing and identifying the root problems and finding effective solutions.
In my classes, I used to do some investigations when I had problems with my own teaching or with my students but it wouldn’t end up with success most of the time, as my research was not disciplined and had no methodology. I realized this, only after participating Exploratory Action Research Project organized by the NETRUZ team. It helped me how to conduct classroom research properly, step by step. Learning about data collecting tools and how to analyze the gathered information assisted me to find out the major reasons for the problems in my class. And in the next stage, I used my knowledge on how to take action which I was taught in the project. Seeing positive changes in my classroom made me excited and motivated to do further classroom-based research.
Those above are not the only thing I got from the project, it also helped me to write a professional research paper! Furthermore, I’m planning to use my takeaways from this project in research related courses! In conclusion, being a part of Exploratory Action Research was a priceless experience for me which has made me more professional in my field!

NETRUZ Champion Teacher: Dilshoda Mahkamova

My name is Dilshoda Mahkamova. I work as an EFL teacher at Namangan State University. I graduated from Namangan State University in 2016 and gained my Master’s degree from there in 2018.

Actually, my research interests cover a range of topics for language teaching and learning. As the personal attitude of a learner towards any kind of subject or language is one of the key factors leading the success in that field, my research interest mainly focuses on learners’ motivation in language learning. Moreover, I am keen on researching how language skills can be obtained in an easier and more interesting way in a shorter period of time.

The abstract of my research project

During the pandemic situation, I started some speaking classes with my intermediate students in small groups on Zoom. However, compared to the on-site lessons, I felt some serious changes in my learners’ participation in online learning. Some of them have been much less active in speaking or unwilling to take part in activities. While only a few of them could join the lessons on time. So I felt puzzled about the situation in my online classroom and decide to conduct exploratory-action research on how to motivate my learners to speak in the online setting.

My reflection on the training and exploratory-action research

To tell the truth, I am very glad to be a member of this small exploratory-action research community. This training empowered us not only with the knowledge in the exploratory research but also more ideas to put into action. After the workshops, as a teacher, I started to feel more confident about any problems which may arise in my classroom. Because now, we are able to identify the root of them as well as find the way out implementing this obtained knowledge. Furthermore, it showed us the way of continual professional development, which is needed all the time for teachers. Besides, I learned how reflection is vital in classes as a teacher as it can serve as a mirror to show our success and shortcomings in our teaching process.

 

NETRUZ Champion Teacher: Lazokat Dadabayeva

My name is Lazokat Dadabayeva. I work as an EFL teacher at Namangan State University, Uzbekistan.  My research interest for this project was to explore the issue of giving instructions in the classroom.

Abstract of my EAR project

There have been many successes and failures in giving instruction. Most of us can recall an experience where the facilitator delivered instructions, but we were misunderstood about what we were expected to do. And, as teachers, most of us have had experiences of giving instructions that were unclear or incomprehensible to our learners. This chapter explores some challenges such as students’ misunderstanding of taking instruction in the classrooms and some errors of giving instruction by the teacher. I was found of this research question after observing my classes by my colleague. Through thematic analyzes and taking some actions with my 29 students in one of my classes at Namangan State University, the Practical English department and several effective strategies were found to overcome the mentioned challenges.

My reflection on the training and exploratory action research

Giving instructions has a direct effect on learning; a lesson or activity becomes useless when students do not understand what they are supposed to do. Every teacher is more likely to come across such kinds of challenges in the classroom. However, NETRUZ Exploratory Action Research Project was a huge help to observe our classes and analyze the root problems and find effective solutions.

I wanted to improve the way of giving instructions for classroom activities. After observing on my own and talking with my colleague I found from my instructions that they should be simple and clear in English with eye contact and should be used for modelling, showing and acting. I used to feel a lot of flaws in myself but I never looked for ways to overcome them. However, the NETRUZ project taught me step by step how to find and solve these problems. The project taught me to work on articles again, to find other teachers' solutions and to apply them in my own lessons. Most importantly, I learned that I should be interested in my students’ opinions. I followed many teachers through Netruz and asked them to follow me. Believe me, all this was an invincible obstacle in the past.

To sum up I want to express my gratitude to the NETRUZ! I did all this and solved my classroom issue with my experienced mentors. The NETRUZ has been very helpful to me and I want to participate again in the future, to become a NETRUZ mentor to help other teachers solve their classroom issues.

NETRUZ Champion Teacher: Gulbakhar Nurimbetova

The next NETRUZ teacher-researcher's name is Gulbakhar Nurimbetova. She gained her Bachelor's degree from Karakalpak State University. She currently works at the specialized school for foreign languages N31, Karakalpakstan.

Gulbakhar was born in 1989 in the Kegeyli region of the Republic of Karakalpakstan. She is passionate about English short stories and this interest led her to become a teacher. She has 11 years of teaching experience. During her teaching years, she attended several projects such as the TECHNOVATION Girls International project in 2021, the English Speaking Nations project in 2019-2021. Furthermore, she has TESOL, TEFL, CELT-S and Train the Trainees international certificates. Gulbakhar likes researching English language teaching methodologies, especially how to teach learners in effective ways.

Her research project was aimed at developing low proficiency level students to get engaged in group work and pair work activities in the multilevel context.

Abstract of the EAR project

Nowadays the English language is a much-required subject at schools as it offers people to have the essential knowledge to be able to interact with foreigners and study at universities. The purpose of this research project was to explore how to teach reading and speaking with the help of group work and pair-work so that students can understand reading and listening content by working together and achieving better results. This project studied the needs and interests of students to engage them in reading and speaking group/pair-work activities in groups and pairs.

NETRUZ Champion Teacher: Dildora Ashurova

I am Dildora Ashurova, an English teacher at the Academic Lyceum of Bukhara Engineering Technological Institute. I have been teaching English for more than 20 years to teenagers. The lessons I conduct are mostly directed to improve students` four skills to achieve B1 level according to the state standard to enter the higher educational establishment. Simultaneously, I am a teacher trainer of the ESN (English Speaking Nation) program, which was implemented by the collaboration of the American Council for International Education and the Ministry of Public Education of Uzbekistan. As a Core trainer, I received TESOL international certificate by participating in both the TESOL Core Certificate Program and Training of Trainers (ToT) program in 2021.

My research interests

As an educator and teacher trainer, I have been interested in motivating students, improving students’ autonomy in learning, finding the ways to make learning and teaching more effective and engaging, the role of homework for students’ learning, how to teach teenagers more effectively.

Abstract of my research project

Completion of homework is a crucial learning process. Though it often takes place as an after-school activity, it presents multiple challenges for many students, especially for those who have got low-level knowledge and lack autonomous skills. In my exploratory action research, I tried to explore the reasons why do some of my teenage students at the academic lyceum come to the lessons without completing the homework. The data was collected from 24 students of both specialized and non-specialized groups in English, using a questionnaire. The findings show that the reasons varied in those two groups. Accordingly, I implemented some changes in order to help my students to deal with those challenges and manage their homework more responsibly. My study offers new practical ways of motivating students to complete their homework regularly.

My reflection on the training and exploratory action research

I can say that the new phase has started in my life in terms of research activities when I first contacted Elyanora about my interest to participate in the NETRUZ project. I noticed her willingness to support teachers who were novice in research. I should admit the fact that this feeling was leading me during the whole project too. With the help of a group of knowledgeable and supportive mentors like Elyanora and Malika, I have learned how to reflect on my teaching. I can now see that reflecting on your teaching practices helps teachers to discover how what we do in the classroom works or doesn’t work .

I would like to express my deep gratitude to all our mentors who did a great job in each online zoom session to explain the steps of exploratory action research in the easiest way. During the process of exploratory action research, I learned how to search for appropriate articles to find out about how other teachers dealt with the same challenges of teaching. Moreover, I found out that it is better to simple consult students about the problematic issues in order to understand the situation more vividly and take some steps accordingly. Students get motivated if their voices are heard.

Such kinds of projects are the best opportunity to share your experience and get to know other colleagues too. I will surely continue my participation in this project in the future and advise other educators to join this wonderful growing community.

NETRUZ Champion Teacher: Yana Kuchkarova

My name is Yana Kuchkarova. I work as an EFL senior teacher at Namangan State University, Uzbekistan.

My research interests: extended reading, integrating content in language teaching taking into consideration students` beliefs

The abstract of my research project:

My exploratory action research was targeted at identifying the effect of students' beliefs about the content that is supposed to be taught on the achievement of good results.

English language learning is a long process and keeping learners satisfied and engaged in their tasks is not so much easy. Most of us can recall the moments when we did not want to read what we were given because we found the content boring, not appealing or sometimes even useless for us. So, I noticed the same trend in the attitude of my learners at the Access Micro-scholarship program. In one of the small talks of my learners, they were saying to each other that they don’t like so much the books I chose for them for extended reading and would prefer to read something different. I wanted to find out what they would read eagerly. I organized a survey and informal discussions with my students to know about their reading interests and preferences took an online language proficiency test. This study would present my findings on how to engage Uzbek students in extended reading based on their reading interests and preferences.

Reflection on training and exploratory action research:

Teachers tend to teach in a way they learn and often ignore the fact that learners learn differently. Assuming that learners would like the same thing as the teacher does, one of the biggest mistakes a teacher may make while preparing materials is to provide learners with the readings the teacher herself/himself enjoys reading not considering students’ preferences. What’s more, some teachers remain unnoticed of this issue for quite a long time. The NETRUZ Exploratory Action Research Project was the reason for me to reveal the problem and lead to resolve it to make my classes more effective for my learners. Through the project, I learned that considering learners’ preferences and beliefs is important and may lead to better learning outcomes as was observed in my case.

NETRUZ Champion Teacher: Khurshida Eshimova

Hello dear colleagues. I am Khurshida Eshimova. I am from Tashkent. I work at specialized school number 91, Tashkent. I have been working as an English teacher for 13 years. My students are learners of 5-11 grades. I start work at 8 a.m. I love my job and teaching in general.
This year (2021) was very prosperous for me as I got an international TESOL trainer and Uzbek national C1 certificates. I am keen on learning languages. Nowadays I can speak five languages including my native Uzbek language: English, Turkish, Russian, and a little Persian. I believe and apply a proverb in my life: “People can take away everything from you, but not your knowledge”. That is why I do suggest other students and teachers keep on learning as we live and learn whole our lives.

MY RESEARCH INTERESTS

I am interested in innovative ways of teaching English in this digital century, applying It and various apps into the learning process, managing big multilevel and multicultural classes, teaching adult learners as well.

ABSTRACT OF MY RESAERCH PROJECT

I have always been using various activities in English lessons. This makes my lessons alive and more interesting. Moreover, it makes the lessons colourful and student-centred as well. While choosing activities I pay attention to the level of my learners and the objectives of activities or tasks. I think the acceptance and interest of activities vary due to learners’ age and level. Surprisingly, some of my students do not want to participate in some activities. It is sometimes hard to make them stand up from their chairs. That is very strange when I consider the activity interesting, while some of my students find it boring or uninteresting that they do not even want to take part. Due to this reason, I started working on this research. My research focus was to observe the usage of activities in English classes and their effects on my students' motivation.

MY REFLECTION ON THE TRAINING AND EXPLORATORY ACTION RESEARCH

This is the first time I have been working on doing research on a particular topic. I worked with professionals where there was a friendly atmosphere. From the beginning of the training, it was interesting with lots of detailed information and practices along with thorough explanations. The organizer Elyanora led the project; she introduced us to all our mentors who are indeed skilled and experienced. Introductory topics and tasks gradually led and prepared all mentees to plan their own research. As the form of the meetings were online via Zoom, we were given a choice to choose the right and convenient for us. This was especially beneficial for teachers who work in educational organizations like public schools, colleges and universities. In every session, we could gain knowledge and experience about formulating our research. Moreover, we had chances to be a visitor in online sessions where international researchers shared their investigations. It was one of the most effective ways of motivating that Elyanora could achieve. Our mentors worked with us according to our research interests. While working on my action research I realized that I could look at the situation or my lesson from the point of learners and observers. Moreover, when I started searching for reasons for challenging situations in my lessons I stepped forward to the students’ site. I realized that we became closer with my students after those informal talks. I did not pay attention to that earlier before, unfortunately. Besides that, I could understand if we do reflections after each lesson, we will develop and practice our research skills.

I really appreciate and am thankful to NETRUZ, all the organizers, trainers and mentors of the project for giving us a chance to try something new at the same time interesting, self-developing and job-connected activity for our further professional career. I would love to continue researching and practising it in the future with other new topics. In conclusion, I can say surely that I am happy to be a member of the NETRUZ community!

NETRUZ Champion Teacher: Janar Abuova

My name is Janar Abuova. I have been working as a teacher for 12 years. I am a holder of CELTA and TEFL certificates and MA TESOL graduate from Webster University. Additionally, I have finished the CLIL program by NILE teacher training course and OPEN Teacher Training program provided by US embassy. Currently, I am a Senior Lecturer of English at Yeoju Technical Institute in Tashkent. While working at the institute I was one of the founders of the double degree program for Content and Language teachers in Uzb
ekistan. This program is considered unique for Central Asia and focuses on Educating Future Content and Language teachers in Uzbekistan. After launching English Education faculty, I worked as curriculum developer and syllabus designer. Simultaneously, I work as a material designer for the IT park.

My research interests for NETRUZ project.

As a teacher and a researcher, I am interested in investigating methods that could be beneficial for teaching low-level students in higher education, so they could pass their exams without failing. My topic was devoted to teaching academic writing for low level students by implementing a genre approach. I explored the real level of students and how it corresponds with the syllabus of the subject. I investigated students’ perceptions, expectations, needs and hopes for my classes. Also, I observed my colleagues’ lessons with the same group and listened to their comments regarding their observation of my class. Based on this, I implemented new actions to change the way of teaching and tried a genre approach in writing. The research showed that a genre approach is a successful method for low level students while teaching writing. The main reason is that while teaching you are giving input of all necessary elements of writing that is specific for that genre and learner can easily produce efficient amount of writing by integrating writing for learning into the Academic English.

Reflection on training and exploratory action research

At the beginning I was not really sure, what was the project for and how it could be helpful for me. However, after observing their input sessions and having a couple of meetings with my mentor I could clearly see the reason of the project. It teaches simple teachers to explore even the smallest pitfalls of the class and turn it into the benefits. I personally learned that even global problem and difficult situation could be solved if it is correctly investigated and the reason of the failure is properly treated. Therefore, action research can be key of success for the teachers of remote areas with lack of resources or other difficulties as it enhances critical thinking and makes teachers act in order to have productive classes.

NETRUZ Champion Teacher: Jamola Urunbaeva

Jamola Urunbaeva Ikramjanovna is an EFL teacher at Inter Nation English Language School teaching IELTS preparation classes. She taught Grammar in Context, Vocabulary, Writing, Integrated Skills, Discourse Analysis, Listening and Speaking, Language Teaching Course, Teaching Development Course, and ICT in Education when she worked as an EFL Teacher at the “Department of Teaching English in Integrated Ways” at Uzbek State World Languages University for five years. She did two Masters Degrees in English Linguistics at Uzbek State World Languages University, Tashkent, Uzbekistan in 2015 and a Masters of Arts in English Language Teaching at the “English Language Department” of Hasan Ali Yucel Faculty of Education at Istanbul University, Turkey in 2012. She has a Bachelor of Arts degree in English Philology from Uzbek State World Languages University, Tashkent, Uzbekistan, between 2005 and 2009.

Her Research Interests: The Paradigm Shift in Teaching the English Language in Third World Countries, intercultural Competence in Language Teaching/Learning, Experimental Research on the Implications of Current Models and Frameworks at Specific Setting, Collaborative learning, Enhancing communicative skills, Promoting a global community & cultural exchange.

Abstract of the EAR research project

The present investigation is an exploratory action research (EAR) project and was conducted to define and deal with challenging and disruptive students in EFL classrooms. The participants of the study were B1 (pre-intermediate) level General English course students at Inter Nation English Language School in Uzbekistan, and their ages ranged from 13 to 31. The data was compiled through two different questionnaires in the form of students’ reports in order to provide answers to two research questions. First, an exploratory practice (EP) was carried out with the participation of 42 students from three general English classes by using the first questionnaire as the data collection tool. The purpose was to comprehend what disruptive behaviour in the class meant to students and to explore students’ awareness of how they think of challenging and disruptive students in terms of the seriousness level to be dealt with in classes. Following the EP findings, a five-week action research (AR) project was supported in one of the classes with the participation of 15 students. The AR study was the application of the arisen subjects from the EP in the form of accepted student behaviours. Resulting in the classroom enactments, the second data collection tool, which was the second questionnaire, was handed to the students. The verdicts of the second questionnaire delivered the considerations of the students on the AR study. The collected data was content analyzed, and the teacher-researcher provided reflections on the whole development.