This study investigates the challenges of teaching English as a Foreign Language (EFL) to history majors through classroom action research. By observing classroom interaction and analyzing student performance on history-related tasks, the study identifies difficulties in linguistic complexity, academic terminology, and motivation. The findings suggest targeted pedagogical strategies for enhancing comprehension and active engagement in EFL learning.
| Mualliflar | Umarova, Oyzoda, Farkhodova, Shakhzoda, Умарова, Ойзода, Фарходова, Шахзода, Umarova, Oyzoda, Farhodova, Shahzoda |
|---|---|
| Jurnal | Хорижий лингвистика ва лингводидактика |
| Nashr sanasi | 2026-01-25 |
| Jild | 4 |
| Son | 1/S |
| Betlar | 184-190 |
| Til | Ingliz |
| DOI | 10.47689/2181-3701-vol4-iss1/s-pp184-190 |
DOI: 10.47689/2181-3701-vol4-iss1/s-pp184-190 · Maqolaning asl sahifasi
EFL, history majors, linguistic complexity, classroom action research, academic terminology, EFL, студенты-историки, лингвистическая сложность, аудиторные исследования, академическая терминология, Chet tilida ingliz tili, tarix yo‘nalishi, lingvistik murakkablik, amaliy sinf tadqiqoti, akademik terminologiya
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