Statement of intent

Table 1 Participaters of the group.

28

№	Name	Age	Gender	Native language	Nationality
1	Abduraxmonova Shakarjon	23	Female	Uzbek	Uzbek
2	Ishimbetov Jahongir	22	Male	Uzbek	Uzbek
3	Jumaniyozova Shohida	23	Female	Uzbek	Uzbek
4	Jumanova Mabluda	21	Female	Uzbek	Uzbek
5	Mahkamov Ma’ruf	24	Male	Uzbek	Uzbek
6	Nazarova Shahnoza	20	Female	Uzbek	Uzbek
7	Saidmurodova Marhabo	22	Female	Uzbek	Uzbek
8	Saidova Dilfuza	23	Female	Uzbek	Uzbek
9	Sayilxonova Gulmira	24	Female	Uzbek	Uzbek
10	Soatova Aziza	22	Female	Uzbek	Uzbek
11	Yuldasheva Feruza	23	Female	Uzbek	Uzbek
12	Shukurov Ulug’bek	24	Female	Uzbek	Uzbek

As their levels of the English language knowledge were almost the same B1 level, it was not difficult to choose the material for them.

The subject was Reading. To reach the same amount of their Reading comprehension and increase their reading interests was not difficult. The researcher tried to use easy questions connected genres of poem, made them write poems with together, make word combinations in pre writing tasks. Paying attention to their age researcher began to find little poems, short stories authentic materials reflecting context for the lessons. This brought new sense

to her lessons. The learners felt free in front of the group and activated their participation in the lessons while they discussed the context in small groups, pair works and making presentations.

The reason that we observed this faculty was to compare the methods of teaching and define the advantageous points to develop critical thinking reciting skills in EFL. The level of the learners were not the same: Between A2 and B1.The ages of the students were almost the same.

B.Materials and equipments

Materials.

While conducting a lesson or any kind of teaching teacher should use different selected books effectively and with and exact intent. These materials included authentic materials and findings, articles on argumentative topics connected to literature lessons as pre reading activities, also test, questionnaires, consequently, for learning writing, as well as some collaborative writing based materials in the form of papers and handouts. Nevertheless, problematic topic based questions for warm up speaking, writing activities or discussions, and situations which helps students to improve their logical thinking skill, debate topics still maintained as the most used, effective and productive materials, sources during the whole study. Materials which were used a lot was selected from the internet sources related to the topic, whilst, minor portion was adopted from some collected books. Some questionnaires as pre-stage task were distributed to the students to check and clarify their general understanding of writing, poems, what were their beliefs and opinions on selected topics for selected topics for implementing writing poems in EFL classes. However, main survey questionnaire was carried out at the end of research to clarify teachers’ feedback on the process and their perspectives.

All materials, also questionnaire, tests were organized and designed in regular utilizing in class and make them effective components of this teaching process. All specific materials were regularly provided by the researcher to students in each lesson. The students were asked to keep that sources till the end of the experiment and submit them as possible as kept so that the researcher could give feedbacks at the end of the course and witness whether the subjects worked on materials or not.

In order to collect data and to work with the subjects chosen for the current research study, the researcher used the following research tools. The research was performed in five phases:

1) Observation lessons;

2) Pre, while and post listening tasks on the base of reading material ,in the way of choosing the correct answers ,guessing the title, describing nature, occasions, and feeling, filling in the gaps in the poems line and giving opinions to each other’s participations;

3) Questionnaire;

4) Lesson with game;

5) Tasks for writing poems and think of new poem lines.

6) Using as many poems as they can to be inspired to write it.