From August 2025 to January 2026, NETRUZ ran an online course “NETRUZ EAR and Mentor Training Course 2025” for school teachers, university teachers, and teacher educators. This course was for those who wanted to solve their teaching issues through exploratory action research. NETRUZ also wanted to train future mentors who can organise teacher-research training courses at their institutions.
64 teachers from Uzbekistan and Tajikistan were
trained and mentored by fourteen NETRUZ mentors. Below you can see the wonderful
NETRUZ mentors involved in this round of training and mentoring.
The training course involved a total of 15 training sessions. The mentors developed the training programme and materials for each
session. The training materials were based on the Handbook of Exploratory
Action Research by Richard Smith and Paula Rebolledo and Mentoring
Teachers to Research Their Classrooms: A Practical Handbook by Richard
Smith. These materials and the programme are made available to trained teacher-researchers to
support them in organising teacher-research training courses at their institutions.
On January 31, 2026, NETRUZ organised the Teacher-Research Celebration online event to share the successes of 22 teacher-researchers. During the event, they shared their insightful research projects on a range of topics, including inclusivity in ELT, ESP/EAP issues, language skills improvement, pre-service teacher education, and the effective use of technology and AI in ELT.
You can watch the event now to learn about their
wonderful projects. Also, check out the poster presentations prepared by these wonderful champion teachers from Uzbekistan and Tajikistan:
1. Aybolgan Borasheva, from Nukus State Pedagogical Institute, Karakalpakstan
From Hours to Minutes:
Reconsidering Corpus-Informed ESP Materials with Generative AI Support
2. Aelita Nuritdinova, from Aviation
Training Centre, Uzbekistan Airways, Uzbekistan
How can I help novice teachers
use role-play effectively to improve the speaking skills of aviation personnel?
3. Yokut Sharipova
Qudratillayevna, from UzSWLU, and Dilfuza Abdukhalilova, from Special boarding school
# 77 for Blinds in Tashkent,
Implementing UDL in teaching
review writing to Grade 5 Blind and Visually Impaired Learners of Uzbekistan
4. Umida Abdurazakova, from Secondary
school #6, Namangan,
How can I engage my students
during grammar tasks through differentiated instruction?
5. Kamilla Pulatova, from Presidential
School, Fergana, Uzbekistan
Strategic Use of the First
Language in Uzbek EFL Classrooms: Teachers’ Practices, Beliefs, and Pedagogical
Implications
6. Zarina Mustafina Ravilevna, from
Denau district school 74,
Effective Strategies for
Classroom Management in Large EFL Classes
7. Elena Azimjonova, from the Academic
Lyceum, Karakul district, Bukhara,
Lost in the Hidden Message:
Improving Implicit Listening Skills Through Context-Based Tasks
8. Mutriba Karimova, Nigora
Salimova, & Parvina Rizoeva, from Khujand State University named after B.
Gafurov, Tajikistan
Why do our university students
see no value in developing their writing skills?
9. Bakhtibegim Mamadrayonova,
from SPCE, Khorog, Tajikistan
Adapting instruction to varied
learning styles and students' needs in writing- From paragraph to essay
10. Feruza Juraeva, from Mingbulak
Specialised School, Namangan,
What I learned from my students’
writing mistakes?!
11. Anastasiya Shikina
Aleksandrovna, from Fergana State University,
Writing with AI, not instead of
it
12. O’giloy Siddikjonova, from the Uzbek
State World Languages University,
How can I help my adult
students feel less anxious in online speaking classes?
13. Marija Kovac, from Webster
University in Tashkent
My feedback - is it good
enough?
14. Nilufar Mukhammedova,
from Uzbek State World Languages University,
How can I help my students
actively use vocabulary learning strategies by means of an innovative approach
- using fiction in original English?
15. Shoira Sharipova, from Gurdofarid
Public Organisation/ English Without Borders, Tajikistan
How can Emotional Intelligence
practices help my teacher-trainees appreciate and enhance their teaching and
feel more motivated to develop as professionals?
16. Gulnoza Radjabova
Giyosiddinovna, from Uzbek State World Languages University,
How can technology and
interactive tools make lecture-based language courses more motivating and
engaging for students?
17. Makhfuza Rakhmanova
Saparaliyevna, from Uzbek State World Languages University,
How do the tasks on Discourse
Analysis help my students develop their critical thinking skills?
18. Mokhira Alibekova, from Jizzakh
State Pedagogical University,
From Evidence to Empowerment:
Feedback-Driven Pathways to Confident Student Presentations
19. Dilnoza Khadjimetova, from Profi
University,
Integrating technology to
improve engagement and skills in reading-to-writing practicum activities
Overall, the training course has been impactful not only to teachers but also to students, which makes this professional activity transformational. According to the teacher-researchers, this course was their first experience in practising teacher-research in their own classrooms, even though they had some ‘theoretical’ knowledge. This course inspired them to seek solutions to classroom challenges, listen to students’ voices, and create a more inclusive and supportive learning environment for students.
If you are interested in participating
in a similar research project, NETRUZ will announce a call for training participants
very soon.
Join us and bring changes to your
classroom!
See you soon.
NETRUZ
It's delightful to be a part of NETRUZ community
ReplyDelete