The target learners are first-year students of Uzbekistan State World Languages University, consisting of 12 girls and 2 boys. They come from diverse backgrounds, including Uzbeks, Kazakhs, and Karakalpaks. The students have a strong sense of ethnic identity and pride in their heritage (Smith, 2017). They come from varying socioeconomic statuses, with some coming from affluent families while others may face financial challenges. In their free time, they enjoy watching Ted talks and listening to podcasts, showcasing their interest in expanding their knowledge beyond the classroom.

The students have varying levels of language proficiency in English, with their first language being Uzbek, Kazakh, or Karakalpak. Some students may struggle with grammar rules and syntax, while others excel in vocabulary and pronunciation. The English Grammar lessons on relative clauses (restrictive and non-restrictive) are conducted twice a week for 80 minutes each session. The students are required to upload their homework assignments on the Hemis platform, where they also take their mid-term and final exams.

Most of the students aspire to become English teachers and are highly motivated to succeed in learning the language. They understand the importance of English proficiency in today’s globalized world and are eager to improve their skills. However, they may face obstacles such as code-switching between their native language and English, which can hinder their language development (Garcia, 2009).

Intrinsic motivation, such as personal interest and enjoyment in learning English, plays a significant role in driving the students to excel in their studies. Extrinsic motivation, such as the desire to become English teachers and secure better job opportunities, also fuels their determination to succeed. By understanding the unique backgrounds and motivations of the students, educators can tailor their teaching methods to effectively engage and support their learning journey.