Axmedova Feruza Akhmadjanovna

INSTITUTIONAL INFORMATION

Contact

Education Information

• 2003 - 2007 Bachelor's Degree, Uzbek State World Languages University, English Philology

  Uzbek State World Languages University, English Philology

• 2017 - 2018 University Certificate of Special Study in Teaching and Learning, WIUT

  Westminster International University in Tashkent

• 2018 - 2019 Master of Arts Teaching English as a Second Language, Webster University in Tashkent

  Webster University in Tashkent

Dissertation

• University Teachers' Perceptions of Peer Observation

• Why should teachers study on a training course as a part of continuing professional development (CPD)?
  Articles published in Local Journals

  ALT FL in Uzbekistan. 3(12),17-20.

• Motivation is a key to success: a case study of a successful learner.
  Articles published in Local Journals

  ALT FL in Uzbekistan. .2(15), 10-12.

• Improving teaching skills through peer observation.
  Articles published in Local Journals

  ALT FL in Uzbekistan. 19 (2), 10-12.

• Providing Effective Feedback on Undergraduate Students’ L2 Writing
  Books & Book Chapters

  Handbook of Formative Assessment Practices (forthcoming)

• Enhancing Language Teachers’ Self-Efficacy through Peer Observation in Higher Education
  Other publications

  «Замонавий филологик парадигмалар: анъаналар ва инновацион ёндашувларнинг ўзаро таъсири»

• Transition to online learning in Uzbekistan: Case of teaching Academic English at Westminster International University in Tashkent.
  Books & Book Chapters

  https://www.taylorfrancis.com/chapters/edit/10.4324/9781003283409-14/transition-online-learning-uzbekistan-diana-akhmedjanova-feruza-akhmedova?context=ubx&refId=ee8f71ef-18fd-4800-9998-c6c21d8260d6

• University teachers' perceptions on peer observation.
  Articles published in International Journals

  https://psi-ped.euroasia-science.ru/index.php/Euroasia/issue/view/119/140

• COVID-INDUCED INEQUALITIES: EDUCATION, HEALTH SERVICES, DIGITAL ACCESS, AND FEMALE LABOR FORCE PARTICIPATION: Case Studies from Azerbaijan, Kazakhstan, Pakistan, and Uzbekistan
  Other publications

  https://www.carecinstitute.org/wp-content/uploads/2023/03/COVID-induced-inequalities-for-publication-20230306.pdf

• Review of communication that counts: language practice and ideology in globalized accounting
  Articles published in International Journals

  https://espsig.iatefl.org/?page_id=180

Supported Projects

• 2020 - 2020 The English Speaking Nation: Secondary Teacher Training (ESN:STT)

  American Councils for International Education

• 2023 - 2023 FEP (Faculty Enrichment Program)

  American Councils for International Education

Grant proposals

Activities in Scientific Journals

Scientific Consultation

Invited Congress & Symposium Activities

Citations

• 2021 THE UNIVERSITY TEACHERS’PERCEPTIONS OF PEER OBSERVATION

  Teachers’ belief, attitude and experience of peer observation considerably affect their willingness to observe their colleagues or be observed by other faculty members. Peer observation is regarded as a sensitive practice in many higher educational institutions due to its overshadowed values and teachers’ intimidation of being judged by their colleagues. This study reveals how peer observation is perceived and employed by university teachers examining their attitude towards the process. Data was collected based on a quantitative method; a survey questionnaire was distributed among 230 teachers of local and international universities in Uzbekistan. The findings show that most teachers treat peer observation as a compulsory part of the annual workload (appraisal). Based on the results, the researchers provide recommendations for educators to benefit from this vital tool to improve their teaching skills

• 2022 Transition to online learning in Uzbekistan: Case of teaching academic English at Westminster International University in Tashkent

  This chapter describes teaching the AE module online at the Westminster International University in Tashkent (WIUT) during the Covid-19 pandemic. Online teaching experiences in AE are examined with the help of the Technological, Pedagogical and Content Knowledge (TPACK) framework. The examination of online teaching revealed that AE lecturers used evidence-based practices of genre, discourse, and linguistic instruction. Nevertheless, teaching with technology led to shifting instruction from communicative teaching to teacher-centred approaches in AE. This reflection suggests that AE lecturers at WIUT are novices in their technological, pedagogical, and content knowledge of teaching AE online. Recommendations on AE teacher professional development, techno-pedagogical methods, and student support are discussed.

• 2021 ENHANCING LANGUAGE TEACHERS’SELF-EFFICACY THROUGH PEER OBSERVATION IN HIGHER EDUCATION

  Проведения педагогических наблюдений считается обязательной или практикой для галочки во многих высших учебных заведениях из-за его скрытых ценностей и боязни учителей быть осужденными своими коллегами. В этой статье раскрываются преимущества наблюдения со стороны сверстников, которые могут развить самооценку учителей, и дается несколько эффективных советов, как преодолеть страх быть заданными.

• 2023 COVID-INDUCED INEQUALITIES: EDUCATION, HEALTH SERVICES, DIGITAL ACCESS, AND FEMALE LABOR FORCE PARTICIPATION

  The COVID-19 pandemic underscored and intensified the challenges of inequality in socioeconomic activities around the globe and brought them into sharper focus. Progress in fighting poverty has largely stalled. While, in many cases, the situation has worsened. Our paper examines the unequal impact of the COVID-19 pandemic across four sectors: education, digital access, labor force participation, and the health service. The paper reveals inconsistencies based on gender, location, and income level before, during, and after the pandemic. Despite a lack of realtime data on COVID-induced inequalities, we examine qualitative data collected from the 25 different government sectors in Uzbekistan. Our paper reviews the evidence to make the case that adapting to a new situation and preparing for future challenges is an ongoing process across different sectors. Adopting inclusiveness and building resilience for future crises, especially those affecting people living in poverty, requires concerted, future-focused efforts. These must go beyond strengthening existing approaches to adopting very different transformational policies and practices.

CV_Feruza_Akhmedova.pdf