This study investigates the creative strategies employed by Jordanian learners to enhance their English as a Foreign Language (EFL) writing skills. Through a mixed-methods approach, including surveys and interviews with 150 EFL students from various academic backgrounds, the research identifies the most effective creative techniques and their impact on writing proficiency. Findings indicate that strategies such as brainstorming, free writing, and the use of visual aids significantly improve students' writing performance and confidence. Additionally, participants reported that engaging in creative writing activities fostered a deeper connection to the language and increased their motivation to write. This study contributes to the understanding of how creativity can play a vital role in EFL education, offering practical implications for educators to integrate creative approaches into their teaching methodologies.

Discourse markers frequently develop over time and have their origins in earlier linguistic forms. Many markers begin as complete lexical items, such as conjunctions, adverbs, or verbs, and then pick up extra pragmatic functions. They gradually become increasingly semantically "bleached" and serve as discourse markers, losing some of their initial meaning.

This article explores the microstructure of bilingual dictionaries, focusing specifically on English-Karakalpak dictionaries. Microstructure refers to the intricate components and organization of dictionary entries that facilitate user comprehension and effective language learning. By examining key elements such as entry structure, definitions, grammatical information, and cross-referencing, the study highlights the significance of these components in enhancing the usability and accuracy of bilingual dictionaries. A comparative analysis of existing English-Karakalpak dictionaries reveals varying approaches to microstructural design, underscoring both strengths and limitations in their current forms.

This paper examines the effectiveness of the Direct Method as a foundational approach for teaching oral language skills, emphasizing its immersive and practical nature. The Direct Method focuses on creating an environment where students learn language naturally by directly associating words with their meanings through conversation, without translation. By prioritizing listening and speaking skills, it encourages students to think in the target language and promotes fluency through real-time communication. Through classroom observations and a review of relevant studies, this paper highlights the strengths of the Direct Method in enhancing oral proficiency, such as improved pronunciation, vocabulary retention, and contextual understanding. While the method proves effective in fostering basic conversational skills, certain limitations are noted, particularly in addressing advanced grammar and writing skills. The study concludes that the Direct Method provides a strong foundation for oral language development and can be complemented with other methods to create a balanced language-learning program.

The article is discussed the stylistic features of synonymous phrases in the Uzbek language in fiction. Writers and poets have demonstrated the skillful use of expressive means to increase their imagery and effectiveness in describing heroes.

This article provides an extensive discussion of legal language and the concept of clarity within legal language. It explores the perspectives of scholars on the notions of rhetoric, clarity, and sincerity in the field of law, analyzing their differing and similar views. Theoretical foundations of clarity in legal discourse, both historically and in contemporary legal culture, are established and enriched with examples.