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?

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 .

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.

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.

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.”