English for Academic Purposes (EAP) classes in many high schools are often ineffective due to lack of collaborative reading activities, limited focus on vocabulary, and low student motivation. These challenges result in weak reading comprehension and disengaged learners. The aim of this paper is to examine how constructivist learning combined with drama activities can improve students’ participation, reading comprehension, and vocabulary acquisition in EAP classes. Constructivist approaches provide autonomy and shared ownership of knowledge, while drama encourages interaction, creativity, and project-based learning. Drama-based strategies also support vocabulary development. By linking new words to prior knowledge, incorporating physical movement, and engaging in dramatized activities, students can retain vocabulary more effectively and find learning more meaningful. It is concluded that integrating constructivist principles with drama can transform passive reading lessons into dynamic, collaborative, and motivating experiences. This approach offers EAP teachers a practical method to enhance both comprehension and vocabulary development.

This study examines the transformative impact of Renaissance humanism on the genesis of English drama in the late 16th and early 17th centuries. By analyzing the works of foundational playwrights, particularly Christopher Marlowe and William Shakespeare, the research explores how the rediscovery of classical texts, the emphasis on human potential, and the spirit of secular inquiry revolutionized theatrical form, characterisation, and thematic depth. The investigation argues that the Renaissance provided the intellectual and artistic catalyst that elevated English drama from moral allegory to a complex exploration of individual ambition, psychological conflict, and worldly power, thereby establishing the foundations of modern theatre.

The article discusses the types of direction in drama and its artistic - aesthetic function, using the meaning of direction in drama, the place of direction in special works of art, the technical characteristics of the character of the drama. The attitude to the sources is expressed, a scientific - theoretical sample is given.

In this article, K. Allambergenov's drama "Amir Timur and Er Edige (Great Campaign) " is analyzed from the perspective of ideological-thematic, historical, and literary truth. The work reflects the artistic processing of historical facts, its connection with the folk epic "Edige," the creation of heroic images, and the author's aesthetic concept. The drama addresses multifaceted issues such as the people's striving for freedom and peaceful life, the establishment of justice, and the eradication of violence and religious conflicts. In the article, the inextricable harmony of historical truth and artistic reality is expressed through powerful poetic devices. Furthermore, it vividly and convincingly portrays historical figures like Amir Timur, Er Edige, and Tokhtamysh, demonstrating the author's mastery in processing major literary themes

This article examines the development of English tragedy from its early beginnings to its peak in the Elizabethan and Jacobean periods. It traces the evolution of the genre, highlighting the influence of classical traditions, such as Greek and Roman drama, on English playwrights. Special attention is given to key figures like Christopher Marlowe and William Shakespeare, whose works shaped the form and content of tragedy through complex characters, moral dilemmas, and dramatic conflicts. The study also explores how social, political, and cultural changes of the time influenced the themes and styles of tragic plays. Furthermore, the article discusses the transition from early moralistic and didactic forms of tragedy to more psychologically nuanced and human-centered narratives. By analyzing these developments, the study offers a comprehensive understanding of how English tragedy matured as a literary genre and its enduring significance in world literature.

This article examines the influence of the Renaissance on English literature. It analyzes how the Renaissance influenced the form and content of literature through its humanism, the emergence of new genres and styles, the rediscovery of ancient Greek and Roman culture, and the development of human thought. The article cites the works of William Shakespeare, Edmund Spenser, and other Renaissance writers as examples. At the same time, it shows that the Renaissance made the human psyche and individual experience a central theme in literature, and developed new genres (drama, sonnet, essay) and means of expression. The article will help researchers, students, and readers understand the role and significance of the Renaissance in the history of English literature.

This article provides information on dramatic works that transitioned from one genre to another in Karakalpak national dramaturgy starting from the 1930s. In particular, a comprehensive analysis has been conducted on the differences, shortcomings, and achievements of M. Daribaev's drama "G'arip Ashiq" compared to the epic. Furthermore, scholarly conclusions have been drawn regarding the characters and actions of the additional characters not included in the epic but included in the play by the author.

Mazkur maqolada tarixiy dramalarda qo’llangan “mistik” obrazlar tahlilga tortiladi. Ularning asardagi ma’nosiga ham e’tibor qaratiladi.

This article discusses the features of renaissance dramaturgy of English literature. During the Renaissance in England, dramatic literature, closely connected with the widespread development of theatrical performances and performing arts at that time, reached a special flourishing. Renaissance theater developed in England somewhat differently than in other European countries. Its evolution from medieval theater was much more gradual and organic here than, for example, in Italy or France. Having experienced the influence of both ancient and classical-humanistic dramaturgy of Europe, English drama nevertheless largely retained its folk character, growing directly from the dramatic genres of the Middle Ages - morality plays and interludes.

Drama is one of the most effective methods for young learners in English
Language Teaching. Dramatic Arts education is an important means of stimulating creativity
in problem solving. It can challenge students’ perceptions about their world and about
themselves. Dramatic exploration can provide students with an outlet for emotions, thoughts,
and dreams that they might not otherwise have means to express.

The commonality of the enlightenment, ideological, linguistic, general aesthetic views of the English Renaissance with the tragic works of the Jadids can be seen in the following: Their works are united by the ideas of struggle against freedom, enlightenment. In the complex political conditions, the living language of the people, the wisdom of the people's oral creativity, the realities of the time are reflected in the expressions. Emphasis on symbolism at the beginning and end of dramas serves to express the main idea of the drama.

The main purpose of writing this article is giving information about colonial period in American literature, its characteristics, main themes and its significant impacts on the development and evolution of literary traditions in the United States.

Drama is one of the most effective methods for young learners in English
Language Teaching. Dramatic Arts education is an important means of stimulating creativity
in problem solving. It can challenge students’ perceptions about their world and about
themselves. Dramatic exploration can provide students with an outlet for emotions, thoughts,
and dreams that they might not otherwise have means to express.

This article presents a semantic analysis of lexemes within the concept of the idea of the Great Man in Christopher Marlowe's drama "Tamerlan the Great." By examining the linguistic choices and lexical nuances employed by Marlowe, this study aims to delve into the complex portrayal of the Great Man archetype in the play. Through the analysis of key lexemes and their semantic connotations, this article sheds light on the multifaceted nature of the Great Man concept, exploring themes of power, ambition, morality, and the human condition.

Ushbu maqolada milliy dramaturgik asarlarning sahnaviy talqinlari – o‘z davrining yutuq va kamchiliklarini aks ettirishi, muammo va unga ijodkorlar tomonidan taqdim etilajak yechim ekanligi haqida so‘z yuritiladi. Farg‘ona viloyat musiqali drama teatrida sahnalashtirilgan “Seni sog‘indim” spektakli orqali ijodiy jamoaning repertuar shakllantirishdagi izlanishlari tahlil qilinadi.

This article analyzes the representation of human psychology, social isolation, and the causes of psychological depression in contemporary Uzbek feature films. As the objects of the study, the films “O‘tov” and “Rangsiz tushlar” by Ayub Shahobiddinov, “Qarzdor” by Bahodir Odilov, and “Issiq non” by Umid Hamdamov were selected. Using these works as examples, the author examines the protagonists’ internal and external conflicts, their struggles to preserve personal identity, as well as the psychological aspects of gender issues. The article also explores the role of symbolism, minimalism, and directorial interpretation in film dramaturgy in revealing and shaping the characters’ psychological depth.

Maqolada O‘zbekistonda opera san’atining vujudga kelishi, jumladan 19-asr oxiri 20-asr boshlarida o‘zbek  operalari musiqali drama, o‘zbek mushkeli dramasining rivoji asosida, shuningdek, chet el mumtoz operasining ta’siri ostida shakllanganligi bayon etilgan.

This article analyzes the artistic and ideological place of emotional-expressive means in the dramatic works of one of the great figures of Uzbek literature, Maqsud Shaykhzoda. In particular, based on the dramas "Mirzo Ulug'bek" and "Jaloliddin Manguberdi", the role of language means in expressing the emotional experiences of characters, dramatic power, spiritual tragedy and national ideas is revealed. The work illuminates historical truth and spiritual values ​​through expressive expressions, metaphors, rhetorical questions and dramatic speech styles.

Shakespeare's drama and poetry are placed within the intellectual, cultural, and moral milieu of the late sixteenth and early seventeenth centuries as this essay examines how Renaissance humanism influenced his artistic output. It looks at the main characteristics of Renaissance humanism; how Shakespeare reflects those characteristics in works like Hamlet, Julius Caesar, and The Tempest; and the importance of this humanistic orientation for comprehending Shakespeare's conception of human nature, individual agency, and moral responsibility. It does this by drawing on scholarship on Renaissance humanism and Shakespearean studies. Shakespeare's works deal deeply with humanistic concepts of self-knowledge, human dignity, and moral choice, the study demonstrates, rather than just reflecting medieval theology or classical imitation.

The article examines the image of the "little man" in A.N. Ostrovsky's drama Without a Dowry (1878–1879) through the character of Yuliy Kapitonych Karandyshev. It explores the impact of the 1861 emancipation reform on the play's social environment, where the old "dark kingdom" evolves amid emerging capitalist relations. Karandyshev is portrayed as a poor official living modestly, but the core of his "little man" status lies in society's contemptuous and humiliating attitude toward him. His vanity, petty egoism, and desire for recognition lead to both comic and tragic situations, culminating in the dinner scene and the final catastrophe. The author demonstrates the evolution of the "little man" theme in Russian literature post-Pushkin and Gogol: from a mere victim of circumstances to a complex figure combining humiliation with destructive self-love, deserving not only condemnation but also pity.

English literature has been developed in some period. Each period has its own characteristics which portrayed the condition of the age. The period  of English literature is started from Old English until Modern English.  English literature becomes glorious when Queen Elizabeth I ruled  England. This age is known as Elizabethan period.

The following article deals with the ideological and thematic basis of K. Matmuratov's comedy «Omirbek and Tazsha», as well as the characters in the comedy, their skill in revealing the characters. At the same time, the characters' personalities were analyzed using examples from the comedy.

Ushbu maqolada bog’lanishli nutq tushunchasi, bog‘lanishli nutqning asosiy vazifasi kommunikativ ekanligi, va u ikkita asosiy dialog va monolog shaklda amalga oshirilishi, dialogik nutq o‘zgaruvchan savol va javoblar shaklida yoki ikki yoki undan ortiq ishtirokchilarning suhbati (suhbati) shaklida amalga oshiriladigan replikalardan, nutq reaksiyalari zanjiridan iborat ekanligi, bu vaziyatning umumiyligiga, biz nima haqida gapirayotganimizni bilishga tayanishi, maktabgachа katta yoshdаgi bolalаrning bog‘lanishli nutqini rivojlantirishda yordam beradigan vizual modellashtirish texnologiyasi, badiiy texnologiyalardan: musiqa terapiyasi, qo‘g‘irchoq terapiyasi, tasavvurli rolli drama, ertak terapiyasi kabi innovatsion texnologiyalаr haqida, shuningdek, maktabgacha yoshdagi bolalar uchun badiiy texnologiya samarali hal qiladigan asosiy vazifalar fikr yuritilgan.

Rejissura, rejissura tarixi va o’zbek teatrlarining ilk rejissorlari, namoyondalari va teatr tarixi haqida juda ham qiziqarli ma’lumotlar keltrilgan

The commonality of the enlightenment, ideological, linguistic, general aesthetic views of the English Renaissance with the tragic works of the Jadids can be seen in the following: Their works are united by the ideas of struggle against freedom, enlightenment. In the complex political conditions, the living language of the people, the wisdom of the people's oral creativity, the realities of the time are reflected in the expressions. Emphasis on symbolism at the beginning and end of dramas serves to express the main idea of the drama