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Item Open Access PERCEIVED CHALLENGES AND SOLUTIONS TO FOREIGN LANGUAGE ANXIETY IN READING(SDU University, 2025) Dilnur Zhuman; Saule Tulepova; Kuralay ZhampeiisThis study explores the difficulties and coping strategies of students who have anxiety when reading in a foreign language. Through a qualitative thematic analysis of interviews with 8 master's students, three main themes emerged: the challenges in foreign language reading include vocabulary difficulties, text complexity, and speed constraints; emotional responses such as anxiety, self-doubt, and external pressures; strategies to overcome reading anxiety include vocabulary building techniques, digital tools, and peer support. The findings are significant in highlighting the importance of motivation, self-regulation and structured pedagogical interventions in reducing reading anxiety. Learners can be supported by educators by introducing pre reading strategies, encouraging collaborative learning and incorporating technology into teaching to help in improving comprehension and confidence. Limitations of the study include small sample size and reliance on self-reported data.Item Open Access LANGUAGE LEARNING WITH MULTIPLE INTELLIGENCES(Suleyman Demirel University, 2014) Sary AigerimThis research paper is written for instructors who have been teaching for mixed intelligence classes. Solution for those problems is a guidebook for instructors. This guidebook includes effective approaches and different tasks for most dominant combination of intelligence of learners. These strategies were selected and combined as result of students’ and instructors’ interview analysis. Usage of these strategies by learners will be helpful in better and quicker acquisition of language, and by instructors to have active and progressive students in their turn.Item Open Access THE EFFECTIVENESS OF GAMIFICATION ON LANGUAGE LEARNING IN HIGHER EDUCATION CONTEXT(2022 International Young Scholars' Conference, 2022) D. RaiymkulovaAbstract. The higher education system is currently facing outdated methods of language teaching. It is well established that today's students are technology-oriented and prone to mixing game elements with learning subjects. Gamification is a practical method in language teaching and other areas of education. The goal of this study is to determine the effects of using appropriate gamification methodsin language learning in a higher education context and find out the students’ perception toward gamifying the language disciplines. In this context, appropriate gamification methods mean suitable and modern game tools for students of the growing generation. To explore the existing study, an online questionnaire survey with several open-ended questions was distributed to undergraduate third-year students of a language specialty. The participants were selected according to their language disciplines, understanding of gamification, and experience in specific subjects. The results showed a positive perception and impact on changing and variation of the gamification method. Based on the qualitative analysis, it concluded that using meaningful and practical game elements are important factors to consider when designing the lesson plan for higher education students of a language specialty. Teachers' perception of gamification language disciplines should be taken into account for further development of the study.Item Open Access Techniques in Teaching Vocabulary in Beginner Classes(Suleyman Demirel University, 2008) Yakup DoganayThis article explores the importance of vocabulary teaching in early English learning and presents practical techniques for effective vocabulary instruction. The author emphasizes that vocabulary knowledge plays a central role in communication and language fluency, yet it is often neglected in early education. The paper outlines several stages and methods, including the use of realia, visual aids, gestures, repetition, and communicative activities to make word learning meaningful. It also discusses the necessity of creating a sense of need for vocabulary among learners, encouraging active use through drawing, guessing games, and writing tasks. The article highlights that vocabulary learning should go beyond rote memorization, integrating context, emotion, and interaction to ensure long-term retention. The study concludes that teachers should adopt structured, student-centered approaches to vocabulary teaching to enhance learners’ motivation and communicative competence.Item Open Access EVALUATING THE EFFECTIVENESS OF A PEER TUTORING PROGRAM FOR ENGLISH LANGUAGE SUPPORT(SDU Bulletin: Pedagogy and Teaching Methods, 2025) Alfira Makhmutova; Leslie HaasThis study investigates the impact of a peer tutoring initiative at a university in Uzbekistan designed to help students struggling with English proficiency in an English-Medium Instruction (EMI) environment. Although the institution requires a minimum IELTS score of 5.5 for admission, faculty observed that many students still encountered difficulties, especially in speaking and writing. To address these challenges, a pilot peer tutoring program was introduced, offering structured language support through volunteer student tutors. The research employed a mixed methods design, utilising pre- and post-program surveys, tutor session reports, and faculty feedback. Results demonstrated marked improvements in students’ confidence and English skills, with speaking emerging as the central area of concern for 75% of participants. After the program, 83.3% of students reported greater confidence in using English, and tutors observed high participation rates, with 76.9% of tutees actively engaged in sessions. Despite this, tutor recruitment and retention, inconsistent attendance, and gaps in institutional support posed challenges to program sustainability. The findings attest to the effectiveness of peer tutoring as a means of supporting languages in EMI environments but emphasise the importance of formal tutor training, designated tutorial spaces, and incentives in an attempt to enhance long-term outcomes. More research is recommended to measure the effect of the program on grades as well as long-term language acquisitio