Azerbaijan University of Languages

Purpose of the study: This study aims to develop and validate Flash-based interactive learning media integrated with the K-W-L strategy to enhance eleventh-grade students’ reading comprehension skills and align instructional practices with higher-order cognitive demands reflected in international assessments such as the Trends in International Mathematics and Science Study (TIMSS). Methodology: This research employed a Research and Development (R&D) design adapted from the Borg and Gall model. The study involved eleventh-grade students in a public senior high school. Data were collected through expert validation sheets, reading comprehension tests (pre-test and post-test), and student response questionnaires. Data analysis included descriptive percentage analysis and N-Gain calculation. Main Findings: The developed media achieved an average expert validation score of 88.18%, categorized as good and feasible for classroom implementation. The effectiveness test showed a mean N-Gain score of 0.51, indicating moderate improvement in students’ reading comprehension. Significant gains were observed in higher-order indicators, including inference-making, interpretation of implicit meaning, and evaluation of contextual information aligned with TIMSS cognitive demands. Novelty/Originality of this study: This study integrates the K-W-L metacognitive strategy systematically within Flash-based interactive media to support analytical reading skills aligned with international assessment competencies. Unlike prior studies focusing solely on strategy use or media feasibility, this research bridges digital instructional design, structured reading strategy, and global literacy challenges in secondary education.

Educational equity is essential for achieving sustainable social development and ensuring equal life opportunities for all individuals, regardless of their geographical location. However, significant disparities still exist between urban and rural educational systems in terms of access to resources, quality of instruction, teacher qualifications, and digital infrastructure. This paper explores the causes and consequences of this gap and discusses strategies for promoting educational equity through targeted policies, inclusive curricula, and investment in rural education. Drawing on recent international research and comparative case studies, the study highlights the importance of technology integration, teacher professional development, and community-based educational initiatives in bridging the urban–rural divide. Ensuring equal educational opportunities is not only a matter of social justice but also a prerequisite for national economic growth and democratic participation.

XÜLASƏ Məlumdur ki, insanlar müxtəlif ictimai davranışlarını şifahi və ya yazılı formada həyata keçirə bilirlər. Nitq prosesi qayda və prinsiplər əsasında reallaşır və bu qayda və prinsipləri nəzərdən keçirdikdə, praqmatik istifadə şərtləri gündəmə gəlir. Praqmatika dilin kontekstdən asılı şəkildə öyrənilməsini və dilin kontekstdə nəzərdə tutulan şərtləri ödəyərək necə təzahür etməsini araşdırmağın vacib olduğunu iddia edir. Bu baxımdan məqalədə kontekst və praqmatika arasındakı bağlılıq təhlil olunur və araşdırılır. Ümumilikdə, bu sahədə aparılmış tədqiqatların təhlili göstərir ki, kontekst statik deyil, məna yaratma proseslərinin fəal iştirakçısıdır. Tədqiqatçılar linqvistik, koqnitiv, sosial-mədəni və situativ parametrlərə malik olan kontekstin çoxqatlı təbiətə sahib olduğunu xüsusi olaraq vurğulamışlar. Kontekstin bu cür qavranılması və tətbiq edilməsi mədəniyyətlərarası ünsiyyət, xarici dillərin tədrisi və süni intellekt kimi sahələr üçün əhəmiyyətli təsirə malik ola bilər. Tədqiqatlar davam etdikcə kontekst və praqmatika arasındakı qarşılıqlı əlaqənin təhlili insanlararası ünsiyyətin mürəkkəbliklərini açmağa xidmət edə bilər. Əldə olunmuş bu nəticələrdən xarici dilin tədrisi, mədəniyyətlərarası ünsiyyət və təbii dil emalı kimi sahələrdə istifadə oluna bilər.

Məqalə vətəndaş cəmiyyətinin konseptual əsaslarının və onun müasir dünyada rolunun təhlilinə həsr edilmişdir. Ümumi məlumat: Tədqiqat vətəndaş cəmiyyətinin tarixi inkişaf mərhələlərini və bu anlayışın formalaşmasına təsir göstərən hüquqi, fəlsəfi və sosial-iqtisadi amilləri araşdırır. Məqsəd vətəndaş cəmiyyətinin demokratik dövlətin və hüquqi sistemin ayrılmaz hissəsi olduğunu göstərməkdir. Metodlar: Araşdırmada müqayisəli-hüquqi analiz, tarixi yanaşma və mənbələrin sistemləşdirilməsi üsulları tətbiq edilmişdir. Əldə olunan nəticələr: Nəticələr göstərir ki, vətəndaş cəmiyyəti insan hüquqlarının qorunması, qanunun aliliyinin təmin edilməsi və sosial həmrəyliyin gücləndirilməsi üçün mühüm mexanizmdir. Liberal demokratiya şəraitində bu institut dövlətin funksiyalarını tamamlayır və ictimai iştirakçılığı artırır. Yekun nəticə: Qloballaşma dövründə vətəndaş cəmiyyəti yalnız milli sərhədlərdə deyil, beynəlxalq səviyyədə də hüquq və demokratiya dəyərlərinin qorunmasında əsas amil kimi çıxış edir.

The integration of translanguaging in foreign language learning has gained increasing attention as an effective strategy for developing bilingual and multilingual communicative competence. In Azerbaijani as a Foreign Language (AFL) and English as a Foreign Language (EFL) classrooms, students often struggle to maintain engagement and independently enhance their proficiency. This study examines how artificial intelligence, specifically ChatGPT, and game-based learning can be self-study tools to support language acquisition through translanguaging.This research investigates the effectiveness of AI-driven interactive dialogue and gamified learning in promoting translanguaging practices by analyzing student experiences in AFL and EFL settings at Odlar Yurdu University and Baku Business University over the 2024-2025 period. The study explores how these tools facilitate cross-linguistic connections, foster autonomous learning, and enhance students' confidence in language use.The findings will provide insights into the pedagogical benefits of AI and gamification in language education and offer practical recommendations for integrating these tools into AFL and EFL classrooms to strengthen bilingual communicative competence.

In this article, we have analyzed the different expression models of the object in the German language. The main theoretical issues of sentence constituents have remained a subject of discussion until now. One such issue is the determination of the object of the sentence and the means used to express it. We are already aware of the differences in grammatical categories in languages with different systems. In different grammatical sources, we witness various approaches to the grammatical subject. Sometimes, under this term, the subject is presented as the doer of the action or the one performing the attribute. Sometimes, under this term, the subject is presented as the doer of the action or the one performing the attribute. According to many linguists, the subject, called the nominative, indicates the active participant in the event. A more refined analytical method was needed for the identification of sentence constituents, as well as for the analysis of the syntactic semantics of words, their interrelations, and the meaning of the sentence. In this process, the theory of verb valency plays a foundational role, and determining the different meanings of valencies is one of the challenging issues in linguistics. This analysis is a classification of the lexical meaning of nouns and verbs.

The role of collocations in advancing communicative competence among language faculty students is crucial for effective second language learning. Vocabulary acquisition, specifically through collocations, plays an essential role in language proficiency, expanding students' expressive capabilities, increasing fluency, and ensuring more precise communication. While traditional language teaching is often focused on grammatical competence, recent theories emphasize the importance of vocabulary, particularly collocations and lexical chunks, in mastering a foreign language. Numerous scholars highlight the significance of collocations in developing communicative competence, arguing that language is best understood as a “grammaticalized vocabulary”. Such expressions allow learners to better understand language patterns and function as key components of fluency. This article explores how collocations may contribute to lexical, syntactic, and pragmatic competence of language learners. It examines methods and strategies for teaching such word combinations, including contextual learning, interactive tasks, and comparative analysis, which help students acquire more natural and effective communication skills. The study underscores the need for modern language instruction methodologies to integrate the teaching of combinations, as they enhance students' overall communicative competence and linguistic performance.

This study explores the challenges and opportunities of integrating technology into Arabic language pedagogy, in line with the rapid development of educational technology in the digital era. Conducted at STIT Bustanul Ulum, this research highlights how technology can enhance the accessibility and interactivity of learning. However, its implementation still faces numerous obstacles, such as limited infrastructure and low digital literacy among educators. The aim of this research is to identify the main challenges encountered and the potential uses of technology to improve the effectiveness of Arabic language instruction. This study employs a descriptive qualitative method, collecting data through interviews, observations, and document analysis at STIT Bustanul Ulum. The findings reveal that although technology offers significant benefits in supporting more personalized and adaptive learning, its application is hindered by infrastructure limitations and insufficient teacher training. The study recommends stronger policy support and more structured curriculum development to maximize technology integration in Arabic language education.