Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal Journal of Education and Teacher Training Innovation (JETTI)
Yusupova Shirinoy Ortiqali Qizi
Chirchik State Pedagogical University
Education

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Debate as a Tool to Enhance Motivation and Confidence in English Learning for Non-Philology Students Khimmataliev Dustnazar Omonovich; Yusupova Shirinoy Ortiqali Qizi
Journal of Education and Teacher Training Innovation Vol. 3 No. 2 (2025): Journal of Education and Teacher Training Innovation (JETTI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/jetti.v3i2.192

Abstract

This conceptual study examines the theoretical framework and practical implementation of debate activities as pedagogical tools to enhance motivation and confidence levels among non-philology students learning English as a foreign language. A comprehensive theoretical analysis was conducted, drawing on established second language acquisition theories, educational psychology frameworks, and existing empirical research on debate-based language instruction. The analysis synthesized findings from Gardner's socio-educational model, Dörnyei's L2 Motivational Self System, and task-based language teaching principles. The theoretical framework demonstrates that debate activities address non-philology students' instrumental motivation by providing authentic professional communication contexts while building confidence through structured practice opportunities. The analysis reveals three primary mechanisms: relevance to academic disciplines, scaffolded communicative practice, and development of transferable professional skills. Debate activities offer a theoretically-grounded pedagogical approach that aligns with non-philology students' learning needs and motivational orientations. This conceptual analysis requires empirical validation through controlled studies measuring actual motivation and confidence gains.
Student-Centered Debate Techniques in Teaching English for Non-Language Majors Sharopova Shahlo Kahramonovna; Yusupova Shirinoy Ortiqali Qizi
Journal of Education and Teacher Training Innovation Vol. 3 No. 2 (2025): Journal of Education and Teacher Training Innovation (JETTI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/jetti.v3i2.193

Abstract

Traditional teacher-centered approaches in English language instruction prove insufficient for developing the complex communicative competencies required by students in STEM and professional programs. As professional communication demands continue to evolve in globalized contexts, there is an urgent need for innovative pedagogical approaches that create authentic communicative situations while leveraging students' existing disciplinary expertise. This mixed-methods study investigated the implementation of student-centered debate techniques among 240 undergraduate and graduate students across engineering, medical, business, and natural science programs at three universities. The intervention incorporated discipline-relevant debate topics, scaffolded preparation processes, and collaborative learning structures, with data collected through pre- and post-intervention oral proficiency assessments, classroom observations, and qualitative interviews. Results demonstrated statistically significant improvements of 1.2 Common European Framework sub-levels in overall communicative competence, with particularly notable gains in fluency, lexical sophistication, and spontaneous use of complex grammatical structures. Qualitative analysis revealed enhanced critical thinking capabilities, increased student motivation, and successful development of transferable professional communication skills, with 78% of participants applying debate-acquired skills in real-world contexts within six months. Student-centered debate techniques offer significant potential for enhancing English instruction in STEM and professional contexts by creating meaningful connections between language learning and students' academic interests, suggesting the need for institutional support, comprehensive teacher training, and curriculum integration to maximize educational outcomes.
Co-Authors Khimmataliev Dustnazar Omonovich Sharopova Shahlo Kahramonovna