ZUKHRA SHARIPOVA (USWLU)
MUAZZAM ISROYILOVA (Public school N6, British Council in Uzbekistan)

PEDAGOGICAL SIGNIFICANCE OF AESOP`S FABLES TO ENHANCE READING AND WRITING SKILL AT 4-8TH GRADES AT SCHOOLS : METHODOLOGIES AND TEACHING APPROACHES

This research addresses the challenge of low reading proficiency among students in Uzbekistan, as evidenced by their performance on exams like IELTS and TOEFL. Through a comprehensive reading survey conducted in Tashkent's public schools, the authors identify repetitive exercises as a demotivating factor. To combat this, they propose introducing writing prompts inspired by Aesop's fables and finalizing an activity book based on fables for presentation at an upcoming conference. The authors stress the critical importance of mastering reading skills for 4th and 8th-grade students, emphasizing its role in language acquisition, cognitive development, and fostering a lifelong love for learning. They advocate for the inclusion of supplementary reading tasks to enrich students' understanding and engagement with subject matter, particularly in light of Uzbekistan's low reading proficiency ranking. Additionally, the article highlights the overlooked aspect of reading comprehension in English language teaching classes and suggests incorporating diverse activities beyond true/false questions to enhance students' overall development. Examples include word mapping, contextual storytelling, creative writing prompts, and picture-based writing exercises, tailored to specific grade levels and subjects. Moreover, the presenters underscore the educational value of Aesop's fables, noting their ability to captivate young learners' imaginations while imparting important moral lessons. Drawing from survey insights revealing students' strong preference for fairy tales and fables, the authors advocate for integrating these stories into the curriculum to engage students in learning and foster critical thinking skills. Overall, the article presents a multifaceted approach to addressing reading proficiency challenges, emphasizing the importance of diverse instructional strategies and incorporating engaging materials aligned with students' interests and preferences.

Our research highlights a persistent issue: students from Uzbekistan often score lower in reading skills on exams like IELTS and TOEFL. To understand why, we're completing a comprehensive reading survey across three public schools in Tashkent. Preliminary findings suggest that repetitive exercises are demotivating students. In response, we're introducing writing prompts inspired by Aesop's fables to engage students more effectively. We're also finalizing an activity book based on fables, which we plan to showcase to fellow English educators at the upcoming conference.

Muazzam Isroilova has an experience working as English Teacher, mentor, supervisor with different levels in different organizations such as British Council in Tashkent, American Council in Tashkent, Public school N6 in Tashkent. She has participated in many projects in various projects such as ESN by American Council in Tashkent