This article investigates the impact of memory and association techniques on student motivation in English language learning for grades 10–11. The study found that applying these cognitive strategies increases students’ engagement and interest in lessons, facilitates faster acquisition of vocabulary and grammar, and encourages self-directed learning and autonomy. The research employed classroom observations, tests, and questionnaires as methods to collect data. The findings provide practical recommendations for teachers to design more interactive, motivating, and effective English lessons.
| Mualliflar | Alikulova, Mokhira, Yadigarova, Sitora, Аликулова, Мохира, Ядигарова, Ситора, Aliqulova, Mohira, Yadigarova, Sitora |
|---|---|
| Jurnal | Хорижий лингвистика ва лингводидактика |
| Nashr sanasi | 2025-01-25 |
| Jild | 4 |
| Son | 1/S |
| Betlar | 165-171 |
| Til | Ingliz |
| DOI | 10.47689/2181-3701-vol4-iss1/s-pp165-171 |
DOI: 10.47689/2181-3701-vol4-iss1/s-pp165-171 · Maqolaning asl sahifasi
English language, memory techniques, association techniques, student motivation, grades 10–11, английский язык, методы запоминания, ассоциативные методы, мотивация учащихся, 10–11 классы, ingliz tili, xotira metodlari, assotsiatsiya metodlari, motivatsiya, 10–11-sinflar
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