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🔖I am Gulruhbegim Mirzomiddinova,a third-year student at Namangan State Institute of Foreign Languages.

📝My teaching context:

• I worked as an English teacher at School N-182 in Tashkent, Chilanzar district.

🔖﻿﻿I teach English to 5th, 6th and 7th grade students,
Each class consists of 15 students.

📌 Some students lose focus during long explanations and passive lessons or others do not see how the lesson relates to real life.

🖇️ My goal is to improve student engagement and focus during lessons. I want to create a learning environment where students stay attentive and actively participate.

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🖇️Students lose focus during long explanations and passive lessons.

🖇️Some students do not see how the lesson is useful in real life, so they lose interest.

🖇️ Some find the lesson too fast, while others can follow easily.

🖇️ Talking to friends and using phones make it hard to concentrate.

🖇️ Some students participate actively, while others stay quiet.

My research focus became “Students struggling to stay focused and engaged in lessons”.

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Research topic and questions

﻿﻿Topic: How to improve students engagement during lessons?

﻿﻿My own perception: Why do I think student lose focus during specific parts of the lessons?

﻿﻿Other's perception: How do students feel about my teaching style?

﻿﻿Other's behavior: When are students most engaged or disengaged during the lesson?

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📚My data collection tools:

1.Exploring my own perceptions- Why do I think student lose focus during specific parts of the lessons?- My own written reflection.

2. Exploring others’ perceptions- How do students feel about my teaching style?- Responses to a questionnaire.

3. Exploring behaviour (including performance)-When are students most engaged or disengaged during the lesson- Classroom observation

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Findings of Exploratory Research Question -1

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Findings of Exploratory Research Question -1

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My own written reflection

Why I Think Students Lose Focus During Specific Parts of Lessons?

In my view, students often lose focus during specific parts of lessons because of several interrelated factors that can make it challenging for them to stay engaged. As I reflect on my experiences in the classroom, both as a student and as an observer of others, I see that the structure and presentation of a lesson, as well as individual needs play a significant role in determining how engaged students remain.

One major reason for losing focus is the repetitive structure of traditional lessons. When a lesson is lecture-based or requires students to passively listen for an extended period, it can become boring. In these cases, students' minds often begin to wander, especially if the material doesn't immediately capture their interest.

When lessons are structured without these breaks or changes, students are more likely to zone out, particularly during lengthy explanations.

Additionally, the level of relevance that students perceive in the material impacts their focus.When students can't see a clear connection between the lesson and their own lives, they may struggle to stay motivated. For instance, abstract or theoretical concepts may feel unimportant without real-world examples. In these moments, students may disengage because they don't see how the material connects to their experiences or goals.

Therefore, personal factors also play a big role. Students may come into the classroom with stress, or personal concerns that make it harder to focus. Lack of sleep, for instance, is a significant issue among students.

Additionally, distractions in the environment, such as phones or noise from classmates, can interrupt their focus. To address these challenges, I believe integrating interactive and creative activities could help maintain students' attention. In conclusion, I believe students lose focus during specific parts of lessons primarily due to prolonged passive learning, a lack of perceived relevance, personal factors, and environmental distractions. By incorporating engaging, hands-on activities can make the learning experience more interactive and adaptable to different needs.

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Findings of Exploratory Research question-2

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Findings of Exploratory Research question-2

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🖇️Survey. Responses to a questionnaire.

Data analysis:

1. How engaging do you find the lesson?

100% of students answered "very engaging.

2. How clear are the expectations and instructions during the lessons?

Most students(75%) answered " very clear.

25% of students answered "

mostly clear.

3. Do you feel encouraged to participate and ask questions in participate and ask questions in class?

75% of students answered " always".

Some students(25%) answered " often".

4. Do you feel the lessons are well-paced?

50% of students answered " always well-paced", 25% of students answered " sometimes too fast" and others chose " often well-paced".

5. How relevant do you find the content to your learning needs?

50% of students answered "very relevant" and other 50 % chose

"mostly relevant".

6. How comfortable are you with the teaching methods used ( lectures, discussions, group work)

50% of students chose "very comfortable" and others answered

"mostly comfortable".

7. Do you feel that the teaching style helps you understand the material?

50%of students answered

"always" and other students answered " often".

8. How likely are you to recommend this class to a friend?

75% of students answered "very likely" and other 25% chose "likely".

🖇️📌Summary: The feedback from students highlights a generally positive experience with the lessons. All students found the lessons very engaging, indicating strong overall satisfaction. Most students (75%) felt that the expectations and instructions were very clear, while a smaller group (25%) found them mostly clear. Regarding pacing, opinions were more divided—50% felt the lessons were always well-paced, while others noted that they were sometimes too fast or often well-paced.

When it comes to teaching style, 50% of students believe it always helps them understand the material, while the other 50% think it often does. Finally, most students (75%) are very likely to recommend the class, and the remaining 25% are likely to do so.

Overall, the feedback reflects a positive learning environment with some opportunities for

improvement in pacing and clarity.