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6. Буранова, Ш. А., & Пак, Д. А. (2023). Развитие компетенции у будущих педагогов ДОО
в области информационных технологий. Экономика и социум,(11 (114)-1), 628-631.
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компьютерных технологий у будущих педагогов ДОО. Экономика и социум, (11 (114)-1),
624-627.
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дошкольных образовательных организаций. Разработка и применение наукоемких
технологий в эпоху глобальных, 139.
9. Пак, Д. А. (2020). Креативность как способность к поиску новых подходов обучения
будущих воспитателей дошкольного учреждения. In Colloquium-journal (No. 34-3, pp. 47-
48). Голопристанський міськрайонний центр зайнятості= Голопристанский районный центр
занятости.
THE LITERATURE-BASED APPROACH TO ENHANCE EFL STUDENTS' READING
AND WRITING SKILLS
Ashirov Diorbek,
Student at KSU
Abstract.
This article is dedicated to the role of literature-based approach in teaching Reading
and Writing to EFL students. Using literary texts can help students develop their language skills
in an effective and engaging way. The research paper also sheds some light on how literature can
be incorporated into EFL classes.
Key words:
literature-based approach, reading, writing, creativity, approach, student motivation
and engagement.
Writing and reading are important skills that can help language learners become more
confident in conveying or perceiving a message. However, teaching these two skills have been
difficult, since students find it hard to stay motivated and keep developing. The reason might be
that these two skills not only require linguistic expertise (vocabulary and grammar competence)
but also other sub-skills such as critical thinking, problem-solving, creativity and imagination.
When writing, students need to use their creativity and imagination skills to create a new idea and
express it effectively. As for reading, they are supposed to analyze or synthesize the given data
and oftentimes create a mental picture of a text in order to comprehend well. That is why, it may
seem hard and boring for students to acquire these skills. Nonetheless, literature-based approach
has been emerged as a game-changer in the realm of language teaching as a powerful and effective
method for both educators and learners in terms of writing and reading instruction. This approach
is different from others. Unlike traditional methods which are based on drilling exercises,
textbooks and isolated non-authentic texts, a literature-based approach expose students to real use
of language, authentic and meaningful texts. By learning language with literature, learners not only
enhance their linguistic abilities, but also develop their critical thinking, creativity, imagination
and cultural awareness. As Wells (1990) indicates, children and young adults develop literacy
(reading, writing, thinking) by having real literacy experiences and getting support from more-
experienced individuals, who may be adults or peers. Research clearly shows that literature-based
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instruction helps all students become better readers, writers, and thinkers. When students interact
with literary texts, they encounter language in its most expressive and meaningful form. They see
how words and sentences function in real-world communication, learning not just grammar and
vocabulary but also the rhythm and flow of natural discourse. Furthermore, literature allows
students to explore different genres, voices, and cultural perspectives, which broadens their
understanding of language as a tool for storytelling, persuasion, and self-expression. From a
reading perspective, literature provides a unique opportunity to develop comprehension skills.
Unlike conventional reading materials that are often simplified or artificial, literary texts challenge
students to analyze, infer, and interpret meaning at a deeper level. Through characters, dialogues,
and narratives, students engage with complex ideas, emotions, and conflicts, which encourages
them to think critically about what they read. This not only improves their reading comprehension
but also strengthens their ability to connect texts to real-life experiences. By encountering different
writing styles, students learn to recognize various linguistic patterns, rhetorical devices, and textual
structures, all of which contribute to more effective reading strategies. When it comes to writing,
literature serves as an inspiration and model for students. Exposure to high-quality writing
influences how students construct sentences, organize ideas, and develop arguments. By studying
how authors use literary techniques such as imagery, symbolism, dialogue, and narrative structure,
students gain insight into effective writing practices. A literature-based approach to writing does
not simply focus on grammar and mechanics in isolation; instead, it emphasizes the importance of
content, coherence, and creativity. Students learn to express themselves more fluently, experiment
with different styles, and develop their own voice as writers. Additionally, literature-based
instruction fosters engagement and motivation. Many students struggle with writing because they
view it as a mechanical task rather than a meaningful act of communication. However, when
writing is linked to literature, students see it as a way to respond to stories, characters, and ideas
that resonate with them. They are more likely to feel invested in their writing assignments when
they can relate to the texts they are analyzing or creating. This intrinsic motivation leads to greater
effort, deeper reflection, and a stronger commitment to improving their writing skills.
Moreover, through engaging in literature students can learn about other cultures, rituals, customs
and traditions, improving their cultural awareness and worldview. One of the biggest benefits of
using literature in the classroom is that it helps students become better readers. When students read
stories, novels, poems, or plays, they practice understanding complex ideas, making inferences,
and analyzing characters and themes. Literature challenges them to go beyond surface-level
reading and think critically about what they are reading. For example, when students read a short
story, they do not just learn new words. They also learn how different sentences are connected,
how ideas are developed, and how emotions are expressed. This makes reading more interactive
and enjoyable. It also helps students develop prediction skills, as they try to guess what will happen
next in the story. Over time, this improves their ability to understand different types of texts,
including academic and professional materials. Using different modes of reading, modeling,
scaffolding of instruction, student choices, self-initiated reading and writing, cooperative learning,
student’s responses to literature, activation of prior knowledge and are some of these tactics (Hima
et al., 2021; Ibáñez & Delgado-Kloos, 2018). A literature-based approach is also an effective way
to improve writing skills. By reading different types of literature, students learn various writing
techniques, structures, and styles. They can see how authors organize their ideas, create engaging
introductions, and develop strong conclusions. For example, reading a well-written novel can teach
22
students how to build suspense, while reading a poem can show them how to use imagery and
symbolism. When students are exposed to different writing styles, they become more confident in
experimenting with their own writing. Teachers can also use literature as a model for writing
activities. Students can rewrite a story from a different character’s perspective, create their own
endings, or write diary entries based on a novel’s events. These exercises encourage creativity,
self-expression, and deeper engagement with the text. This method might help pupils think
imaginatively while writing their responses to the books they have read. As a result, students are
expected to read books meticulously in order to generate fresh and unique ideas for writing
evaluations or answers to the novels they read (Nabhan, 2019; Riddell, 2015).
You might wonder how we can apply this approach to Reading and Writing classes. First,
let's consider Reading. Before starting the lesson, a teacher can ask what the book, novel, story or
peom is about. Students can guess based on the title or other visual materials. This can attract
their attention to class while making it enjoyable. While reading, a few comprehension questions
can be asked or students can be encouraged to summarize what they've read. Besides, asking
students to predict what will happen next based on the events in the story could make the process
more engaging. Another activity is to have students describe their favourite or less favourite
characters, which can help them to raise their awareness about character analysis, improving their
knowledge in literature. In terms of writing, there are numerous interesting activities related to the
approach being discussed. One of them is to write an alternative ending to a story. Using their
imagination and creativity, students can change the endings of stories. Another interesting one is
called "Letter to a character". In this activity, students are supposed to write a letter to their
favourite character or one of the protagonists of the book. It should also be noted that this approach
plays a vital role in terms of helping students become more aware of stylistic devices such as
metaphor, synechdoche, personification. This is significantly important when it comes to
interpreting what an author was going to say.
Using literature to teach reading and writing makes learning more engaging, meaningful,
and effective. By implementing strategies such as guided reading, creative writing, literary
analysis, and literature circles, teachers can help students develop a deeper understanding of
language and storytelling. Literature not only improves reading and writing skills but also fosters
creativity, critical thinking, and a lifelong love for books.
References
1. Hika I.N., Saputro, T. H., & Farah, R. R. (2021). Benefits and challenges of doing
task-based language teaching in Indonesia: Teachers’ perception. KEMBARA Journal of
Scientific Language Literature and Teaching, 7(1), 131-142
2. Ibáñez, M.-B., & Delgado-Kloos, C. (2018). Augmented reality for STEM learning:
A systematic review. Computers & Education, 123, 109-123
3. Nabhan S. (2019). Bringing multiliteracies into process writing approach in ELT
classroom: Implementation and reflection. EduLite: Journal of English Education, Literature and
Culture, 4(2), 156–170
4. Riddell J. (2015). Performance, Feedback, and Revision: Metacognitive Approaches to
Undergraduate Essay Writing. Collected Essays on Learning and Teaching, 8, 79
23
5. Lokita Purnamika Utami (2023). English Teaching Through Literature-Based
Instruction: What do teachers experience. Jurnal Penelitian dan Pengembangan Pendidikan
Volume 7, Number 2, Tahun 2023, pp. 177-186
6. Atashova F., Djumabaeva V. (2020) Applying current approaches to the teaching reading
// InterConf.
NEURO-PEDAGOGICAL METHODOLOGIES: SHAPING COGNITIVE SKILLS IN
SCHOOLCHILDREN
Badirova Nurjamal
Master’s student at NSPI
This paper explores the application of neuro-pedagogical methodologies in shaping
cognitive skills in schoolchildren. Recognizing the growing understanding of brain function and
development, it examines how incorporating neuroscientific insights into educational practices can
optimize learning outcomes. It reviews evidence-based strategies that target key cognitive domains
such as attention, memory, executive functions, and language processing. Furthermore, the paper
highlights the potential of personalized learning approaches and the importance of considering
individual neurological profiles to maximize cognitive development. Finally, it discusses the
challenges and ethical considerations associated with implementing neuro-pedagogical
methodologies in the classroom.
The educational landscape in Karakalpakstan, like that of many nations, is undergoing a
transformation driven by the need to equip students with the cognitive skills necessary to thrive in
the 21st century. Traditional pedagogical approaches, while valuable, may not fully address the
diverse learning needs of all students. Recent advances in neuroscience offer exciting opportunities
to enhance teaching practices by leveraging our understanding of how the brain learns and
develops. This paper will outline the theoretical and practical aspects of neuropedagogy and will
suggest ways in which schoolchildren can grow and develop through neuro-pedagogical
methodologies.
Neuropedagogy, also known as educational neuroscience or mind, brain, and education
(MBE), represents an interdisciplinary field that bridges neuroscience, psychology, and education.
It seeks to translate neuroscientific findings into practical pedagogical strategies that can improve
learning outcomes.
The foundation of neuropedagogy lies in the understanding of:
Brain Plasticity: The brain's ability to reorganize itself by forming new neural connections
throughout life. This highlights the importance of providing stimulating and enriching learning
experiences to promote brain development.
Cognitive Systems: The intricate networks of brain regions involved in cognitive processes
such as attention, memory, language, and executive functions.
Individual Differences: The recognition that each student possesses a unique neurological
profile that influences their learning style, strengths, and challenges.
Neuro-Pedagogical Methodologies for Shaping Cognitive Skills:
Based on these theoretical principles, several neuro-pedagogical methodologies have
emerged as promising approaches for shaping cognitive skills in schoolchildren:
