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I am an English language teacher and teacher trainer at Uzbekistan State World Languages University, specializing in corpus-based language pedagogy, writing instruction, and student-centered ELT.

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I teach the 4th-year undergraduate English majors at Uzbekistan State World Languages University, delivering courses such as English Lexicology and Integrated English. My teaching context involves mixed-ability groups, with a strong focus on student-centered learning, academic writing development, and the integration of corpus-based tools to enhance language awareness and learner autonomy.

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3. Research topic: How can I engage my students  with the help of interactive technologies?

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3. Research topic: How can I engage my students  with the help of interactive technologies?

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I chose this topic because I want to make my teaching more student-centered, engaging, and effective. Interactive technologies and digital tools help capture students’ attention, encourage participation, and support different learning styles, allowing all students to be actively involved in the lesson.

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1.    What do I think about the ways of how I deliver my lectures? (What is my philosophy of giving lecture? What are my beliefs?)

2.    What interactive tools (polls, quizzes, videos) that I use do students find more engaging during lectures?

3.    When do my students become less engaged during my lecture?

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Data collection tools which I chose are:

1. Reflective journal – to record my own observations, thoughts, and reflections about using interactive and digital tools while lecturing.

2. Survey – to ask students which interactive tools (polls, quizzes, videos) they find most motivating and why.

3. Questionnaire with Yes/No and ticking questions – to measure students’ participation levels when interactive activities are included.

4. Colleague observation – to get an external perspective on students’ engagement and participation during technology-supported activities .

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6. Exploratory level findings: My own reflective journal

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6. Exploratory level findings: My own reflective journal

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From my reflective journal, I noticed that students often lose focus and participate less during lectures, especially during long explanations or complex topics. For example, during a lecture on English lexicology, students seemed less engaged when I explained word formation ways (despite the fact that I personally find this topic VERY interesting and engaging), and during English language Methodology course, participation dropped while discussing ways of teaching grammar and vocabulary. By noting their reactions, I could see which parts of the lecture captured their attention and which did not. This helped me identify the problem of low engagement, which I planned to address by using interactive technologies such as polls, quizzes, and short videos, interactive matching tasks to make lessons more stimulating and participatory.

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To address the problem of low engagement during lectures, I added interactive tasks, polls, quizzes, and short videos, and implemented flipped classroom techniques, giving students about 20 minutes for research and presentations on specific topics.

These activities allowed students to actively participate, discuss ideas with peers, and apply what they learned, rather than just listening passively.

From my reflective journal, survey, and questionnaire results, I observed that most students became more focused, confident, and motivated, with quieter students also contributing more during discussions. Reflecting on this, I realized that while planning interactive activities requires extra effort, it is highly effective in making lectures dynamic, student-centered, and engaging. I also noted that a few students still need encouragement, so I plan to combine technology with small group work and guided prompts to involve everyone more fully.

Overall, using interactive technologies significantly improves participation, understanding, and motivation in my lectures.

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8-9. Exploratory level findings: Questionnaire and colleagues observations

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8-9. Exploratory level findings: Questionnaire and colleagues observations

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Questionnaire Results – Students’ Participation in Interactive and Technology-Supported Lectures

The questionnaire showed that most students became more active when interactive tools were used:

-45 out of 64 students (70%) said they felt more involved during lectures with polls, quizzes, interactive tasks, or videos.

-12 students (19%) said they participated a little but still found some parts of the lecture hard to follow.

-7 students (11%) reported they did not feel much difference in their participation.

Most students ticked that interactive activities helped them understand the lesson better and made them more confident to answer questions.

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Observations from my colleague confirmed that even quieter students contributed more during discussions and group tasks when technology-supported activities were included.

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There are some results of the survey from my Methodology course students:

1. Botirova Dilsora: “Sometimes I cannot focus when you talk too long, and I forget many things with no examples.”

2. Egamberdiyeva Marjona: “I don’t understand some difficult topics, if no pictures or videos, it’s hard for me.”

3. Egamnazarova Madinaxon: “I feel shy to ask question, maybe other students listen me and laugh, so I stay silent.”

4. G‘ofurova Odinaxon: “Lecture is too much talking, I get bored and sometimes think about other things.”

5. Murotova Marjona: “Some topics are very hard, I cannot understand, short video or chart help me more.”

6. Nosirova E’tiborxon: “We don’t speak much in class, I want more chances to talk and say opinion.”

7. Ramazonova Shaxrizoda: “I cannot listen long time if no real life example, I don’t know how use this in my own teaching for example. Could you show us real classroom examples.”

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From the survey, I understood that students often lose focus during long explanations, have problems to understand difficult topics without visual aids, and feel shy or have few opportunities to participate. They also said that repetitive lectures make them bored and that they comprehend topics better with quizzes or interactive activities. Many suggested that videos, polls, games, and real-life examples would help them stay motivated and engaged in class.