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THE EFFECTIVENESS OF DIFFERENT TEACHING METHODS IN
ENGLISH LANGUAGE LEARNING
Xadicha Shuhratova
Student, English Education Department,
Kimyo International University in Tashkent
e-mail: shuhratovaxadicha@gmail.com
+998909848104
Tolibjon Yuldoshev
Scientific adviser:
https://doi.org/10.5281/zenodo.13255322
Introduction
This study examines the success rates of numerous methods of teaching
English. It will discuss how different types of methods help improve certain
skills in students. These techniques have changed over time, and the addition of
technology has further modified education and how teachers could implement
their methods in only teaching. The review will examine studies on several
methods, including more modern Communicative Language Teaching, Task-
Based learning, and Project - based Learning. In the modern era of technology,
teachers aim to determine the best approaches for encouraging successful
English language acquisition by analyzing the advantages and disadvantages of
each method.
Identifying the different teaching styles.
According to Khattak and Usman (2011), the questionnaires aimed to
evaluate the effectiveness of the course content, class activities, and teaching
methods adopted in these language institutes. The result of questionnaires
among 76 students from different language institutes showed that only 44.8% of
students improved their speaking and listening skills after joining the institute.
But 20.6% of them did not feel happy, as they said their experience of language
learning at institutes did not bring any improvement in their speaking and
listening skills. This means that most of the students did not improve their
speaking and listening skills at these institutes. However, Sheikh and Mahmood
(2014) evaluated the dominant teaching styles of the English language teachers
and the effect of the distinct teaching styles on the motivation level of English
language students. The data collection and questionnaires illustrated several
teaching methods that teachers can use to help students learn better. For
instance, the student-centered "Delegator" technique was most common among
English language learners. The next two most common approaches were
teacher-centered "expert" and "role model." The results reflect that the most
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prevalent style among English language learners was "Delegator," which is
student-centered. The next two prevalent styles were "Expert" and "Role
Model", which are teacher-centered. Moving forward, Schmidt and Watanabe
(2014) commented on their work as “those who notice most, learn most’’ and
mentioned that “no noticing, no acquisition”. Moreover, Schmidt and Watanabe
reviewed research on noticing in order to understand the role of noticing in
language acquisition. The result of this research proved that noticing may
considerably affect the extent of learning, implicit learning is also a reality. The
way children acquire L2 by interacting with peers and without explicit
instruction brings forth the fact that implicit learning is possible as well as
effective. However, regardless of its limitations, the noticing hypothesis has been
the cause of significant theoretical and empirical research in language
acquisition, providing an opening for integrating cognitive psychology into the
theories of SLA. Moving forward, another study to understand the impact that
task-based learning has on English language acquisition was conducted by
Brown (2016). Additionally, the research teacher divided the class, which
consists of 60 students, into two parts to understand the effectiveness of the
lesson with task-based learning. The researcher was the main teacher in the two
classes. The researcher carefully prepared the lessons for these two classes as
well as collected periodical data. As a result, task-based language learning has
been proven to be effective in improving comprehension and speaking fluency in
English. At the same time, it is worth mentioning that Smith (2021) conducted
research where he compared the analysis of teaching methods and identified
that communicative language teaching showed the highest improvement in
speaking and listening skills in student results. Moreover, when the focus is on
communication, students are allowed to experiment with the language (L2) and,
in turn, learn the language automatically. The focus is on identifying learners'
communicative needs and classroom activities. In addition, this means that
communication is the key element of student improvement in speaking and
listening. However, Garcia (2018) used experimentation and control group
comparisons to prove that project-based learning facilitated better retention
and application of English language skills. The result of the experiment showed
that the most recognized benefit of implementing a project in the foreign
language classroom is improved language skills. Because students engage in
purposeful communication to complete authentic activities, they have the
opportunity to use language in a relatively natural context and participate in
meaningful activities that require practical language use. Authentic activities
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refer to activities designed to develop students’ thinking and problem-solving
skills, which are important in out-of-school contexts, and to foster learning. On
the other hand, Patel (2017) did research and illustrated that direct grammar
improved grammatical accuracy and writing proficiency. In addition, they had a
longitudinal study and proficiency assessment, and the results showed that
grammar instruction may be more effective at lower levels of proficiency. At
higher levels, learners appear to process grammatical features more efficiently if
they are self-directed. Learners in EFL contexts may require more grammar
instruction to process limited input within their environment.
The use of technology impacts English language learning outcomes.
Moreover, some researchers emphasize that over time, technology became
modern, and teachers started to use different technologies in teaching and, at
the same time, continued to use their methods while conducting online classes.
According to Nguyen (2015), they conducted research where they compared the
analysis of traditional and online methods, and the results clearly showed that
online teaching methods demonstrated equally effective results in English
language learning. The study involved 19 students in an experimental group
(online section) and 25 students in a control group (traditional section).
Specifically, at the end of the course, online students seemed to have a higher
preference for peer interaction, competition, interaction with the instructor,
details of the course materials, independence, authority, reading, direct
experiences, and clear goal setting. Moreover, there were no significant
statistical differences detected in learning performance between both groups.
Hence, Johnson (2020) also agreed with this statement and conducted a survey
and observational study where he proved that technology integration positively
correlated with improved reading and writing skills. This study underscores the
vital educational potential and numerous benefits of technology in the language
classroom for positive learning outcomes, and one of the ultimate goals of using
modern technology is to actively engage students in language learning and
motivate them to acquire it. During the observation of online classes, Johson
noticed ways in which students could gain feedback and improve their written
communication and were engaged to write because of the technologies that they
used. In addition, reading texts through their gadgets gave them the desire to
engage in their task. Moreover, Ushioda (2020) had an experimental study using
TILL and traditional classroom instruction. As a result, the TILL group showed
greater improvement in all four skills compared to the traditional group,
highlighting the potential of technology for enhancing language learning.
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Current studies revealed that, if integrated skills teaching is implemented well, it
is not only effective in improving students' language skills or language
components but also supports the students and teachers as well. However, to
run an English program employing the integrated language skills teaching
approach, the teachers must have both competence and the belief that the
approach can work effectively. Compared to teaching using the traditional
segregated approach, the integrated skills approach requires a good
understanding of discourse, the skills to use textbooks flexibly, and the
readiness to implement the student-centered learning approach.
Conclusion
To summarize, the results of this review demonstrate how difficult it is to
identify a single "best" method for learning English. The results show that
teachers can implement different teaching methods in traditional classes as well
as online. Hence, it emphasizes how important it is to choose and improve ways
while keeping in mind learner needs, learning objectives, and context.
Additionally, it highlights how various strategies and technology integration can
be applied to create an engaging and effective learning environment for students
with a range of backgrounds.
References:
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Boardman, A. G., Garcia, A., Dalton, B., & Polman, J. L. (2021). Compose Our
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Johnson, M. L. (2020). Teaching and tech: An investigation of the
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