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.