Integration of Information and Communication Technology (ICT) has emerged as a significant factor in the realm of language education, yielding notable impacts. To shed light on this phenomenon, a case study was conducted to delve into the perceptions of students and attitudes of teachers regarding the utilization of podcasts in the teaching-learning process. The research problem addressed in this study aimed to explore students' perceptions toward the incorporation of podcasts in the English as a Foreign Language (EFL) classroom, as well as their understanding of the limitations and impact of podcasts on their language skill development. The study recruited 40 students and 2 teachers from the National University of Uzbekistan as participants. Data collection involved the distribution of questionnaires to students and conducting interviews with teachers. The questionnaires comprised 17 statements to gauge the participants' viewpoints. The findings revealed that a majority of respondents expressed their fondness for podcasts (80.2%), strongly agreeing that the use of podcasts is enjoyable (69.9%). Moreover, the researcher observed positive attitudes from both students and teachers toward the integration of podcasts in the EFL classroom. Students believed that podcasts had the potential to enhance their listening and speaking skills. Teachers, on the other hand, perceived podcasts as an effective tool for fostering students' collaborative and cooperative work skills, as well as their creative thinking strategies. However, challenges associated with the effective utilization of podcasts in the classroom also surfaced, prompting further exploration into optimal implementation strategies.

Teaching vocabulary to young learners is an essential aspect of language acquisition that requires a specific approach or strategy to ensure that learners acquire a wide range of vocabulary. Expanding vocabulary is a critical aspect of language learning as it equips learners with the learning tools to confidently articulate their thoughts and ideas in the target language. Developing vocabulary also enables learners to grasp complex concepts and ideas. One technique that has proven effective in language classes is the presentation-practice route. In light of this, the purpose of this study is to describe the teaching techniques employed by English teachers at Genius International School in Tashkent, Uzbekistan, when using the presentation-practice route to teach English vocabulary. The study adopted a descriptive research methodology, with data collection conducted through interviews and observations of English teachers at the school. Qualitative analysis was used to analyze the data collected from the respondents. The study's findings revealed that the teachers employed several techniques to encourage learners' mastery of vocabulary, including contextualization, the use of visual aids, and the incorporation of interactive activities. These techniques were found to be effective in facilitating learners' comprehension and retention of English vocabulary.

The teaching of reading during the pandemic Covid-19 is challenging regarding the use of digital reading. The sudden swifts should be conducted by the teachers and the students to deal with the healthy protocols and the instructional goals. This study is aimed at gathering data about the situation at the digital reading class. A qualitative study focusing on the qualitative ethnographic research design was conducted to reveal the current condition of the digital reading class. The results of the study suggest that consideration on the teaching preparation including needs analysis on digital reading, development of the digital reading instruction, and aspects of improving the students’ motivation in digital reading in Islamic university context. The development of the digital reading instruction should respond to the students’ digital reading performance, digital reading motivation, higher order thinking skills, and navigation skills.