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THE ROLE OF MODERN TECHNOLOGIES IN DEVELOPING
DISCURSIVE COMPETENCE IN THE HIGHER SCHOOL
STUDENTS
Rustamova Dilobar Abdimalik qizi
Specialized School N-6
English Language Teacher
Review
https://doi.org/10.5281/zenodo.15186736
ARTICLE INFO
ABSTRACT
Qabul qilindi: 01-Aprel 2025 yil
Ma’qullandi: 05- Aprel 2025 yil
Nashr qilindi: 10- Aprel 2025 yil
This article analyzes the role of modern technologies in
the process of developing discursive competence in
school students. Discursive competence is one of the key
aspects of speech activity, encompassing the ability to
express
thoughts
clearly,
coherently,
and
comprehensibly during communication. Modern
technologies—including multimedia tools, interactive
programs, artificial intelligence assistance, virtual and
augmented reality technologies—play a significant role
in enhancing students’ oral and written speech skills.
The article presents scientifically grounded approaches
to the role and effectiveness of these technologies in the
educational process.
KEY WORDS
Discursive competence, modern
technologies, interactive learning,
communication, multimedia tools..
The article titled “The Role of Modern Technologies in the Development of Discursive
Competence in School Students” offers a comprehensive and well-structured analysis of how
modern educational technologies contribute to the formation of discursive competence
among learners. The author successfully highlights the importance of discursive competence
as a key element in speech activity, emphasizing the need for clear, coherent, and meaningful
communication in both oral and written forms.
One of the strengths of the article is its integration of both local and international
scholarly perspectives. The works of Uzbek linguists such as N. Mahmudov and Sh.
Rahmatullaev are effectively discussed alongside international scholars like H. Brown. This
comparative approach enhances the academic depth of the paper and demonstrates the global
relevance of the topic. The article clearly explains how different technological tools—such as
multimedia resources, artificial intelligence-based applications, virtual and augmented reality,
and mobile apps—can enhance students’ communicative abilities. Particularly commendable
is the discussion of AI tools like ChatGPT and Duolingo, which reflects the timeliness and
modernity of the research. Moreover, the emphasis on interactive learning platforms and
mobile apps shows a practical understanding of the current educational environment.
However, the article could benefit from a more detailed discussion of the challenges or
limitations associated with implementing these technologies, especially in the context of
Uzbekistan. While the advantages are thoroughly addressed, a balanced analysis that includes
potential obstacles—such as access to technology, teacher training, or infrastructural issues—
would enrich the overall evaluation.
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In conclusion, this article makes a valuable contribution to the field of language
education and highlights the transformative role of modern technologies in shaping discursive
competence. It is especially relevant for educators, linguists, and policy-makers interested in
integrating innovative methods into the language learning process. The paper is both
informative and thought-provoking, encouraging further research and practical
implementation in this growing area.
Introduction
In the modern education system, teaching a language based solely on grammatical rules
is no longer sufficient. It is essential to develop students’ independent thinking and effective
communication skills. These skills are closely related to the concept of discursive competence,
and its formation requires the use of innovative teaching methods, particularly modern
technologies. Linguists define discursive competence as an individual’s ability to express
thoughts clearly, coherently, and comprehensibly in communication. N. Mahmudov
1
[1]
emphasizes the necessity of creating a real communicative environment for developing
students’ discursive competence. According to him, the communication process should not
rely solely on theoretical knowledge but must also be supported by practical exercises.
Meanwhile, Sh. Rahmatullaev
2
[2] highlights the great potential of modern technologies—
especially artificial intelligence and multimedia tools—in shaping discursive competence.
The significance of discursive competence has also been widely studied in global
linguistics. For instance, H. Brown
3
[6] underscores the importance of an interactive
environment in language learning, noting that multimedia and online platforms can prepare
students for real-life communication.
Indeed, in today’s education system, it is not enough to focus solely on grammar;
developing students’ ability to think independently and communicate effectively is of great
importance. These skills are directly linked to discursive competence, which enables
individuals to express their thoughts clearly and logically in both oral and written
communication. Innovative teaching methods, particularly modern technologies, play a
crucial role in fostering this competence. Therefore, this article examines the role of modern
technologies in developing discursive competence in school students, the contributions of
Uzbek scholars in this field, and the effectiveness of innovative teaching methods.
Discursive competence is the ability to articulate thoughts clearly, coherently, and
understandably. This skill is vital in shaping students’ oral and written communication
culture. According to N. Mahmudov, fostering discursive competence requires creating a real
communicative environment for students. This process involves increasing students’ interest
in communication and teaching them how to express their thoughts in various speech
situations.
Nowadays, modern technologies are widely used in language teaching. They enable
students to acquire knowledge independently, develop communication skills, and adapt to
different speech contexts.
Multimedia tools
play a crucial role in enhancing listening and visual comprehension
skills. Audio and video textbooks, along with interactive visual materials, help bring students’
1
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speech to life. According to H. Dadaboyeva
4
[3], the use of multimedia increases students’
interest in language learning and improves their communicative abilities.
Artificial intelligence-based applications
provide students with opportunities for
interactive communication. Apps such as ChatGPT and Duolingo analyze users’ speech
activities, identify grammatical and lexical errors, and provide corrective feedback. This
makes the language learning process more efficient. Sh. Rahmatullaev highlights the
significance of artificial intelligence technologies in linguistic education, emphasizing that
they offer a personalized approach tailored to students’ individual needs.
Virtual and augmented reality technologies
create immersive real-life language
environments for students. With the help of VR technologies, learners can participate in
various conversations, strengthening their communication skills. This method is particularly
effective in learning foreign languages. Although these technologies are not yet widely used in
Uzbekistan, their role in linguistic education is expected to grow in the future.
Interactive learning platforms
such as Zoom, Google Classroom, and Moodle
contribute to developing students’ speech competence in remote learning. These platforms
allow students to engage in group discussions, enhancing their communication skills.
According to N. Mahmudov’s research, interactive platforms increase students’ engagement
and boost their motivation for communication.
Mobile applications
also play a significant role in language learning. Specifically, apps
designed for learning the Uzbek language help students study independently. Through these
apps, learners can expand their vocabulary and improve both their written and oral
communication skills.
Conclusion
Modern technologies play a crucial role in developing discursive competence among
school students. Through multimedia tools, artificial intelligence-based applications, virtual
reality, and interactive learning platforms, students have the opportunity to enhance their
speech skills. Uzbek scholars, including N. Mahmudov, Sh. Rahmatullaev, and H. Dadaboyeva,
have conducted research on the development of discursive competence and proposed the
integration of modern approaches into the educational process. In the future, these studies
will contribute to further advancements in discursive competence development through
innovative technological tools. Thus, modern technologies are of great importance in fostering
discursive competence. Their widespread implementation in education makes the language
learning process more effective and engaging for students
.
References:
1. Mahmudov, N. (2015). Til o‘rgatishda innovatsion metodlarning roli. Toshkent: O‘zbekiston
Milliy Universiteti nashriyoti.
2. Rahmatullaev, Sh. (2018). Zamonaviy lingvodidaktika: Til o‘qitishning yangi usullari.
Toshkent: Fan va texnologiya.
3. Dadaboyeva, H. (2020). Multimedia texnologiyalari va til o‘qitish jarayoni. Samarqand:
Samarqand Davlat Universiteti nashriyoti.
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4. Warschauer, M. (2011). Learning in the Cloud: How (and Why) to Transform Schools with
Digital Media. Teachers College Press.
5. Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes.
Harvard University Press.
6. Brown, H. D. (2007). Principles of Language Learning and Teaching. Pearson Education.
