ОБРАЗОВАНИЕ НАУКА И ИННОВАЦИОННЫЕ ИДЕИ В МИРЕ
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THE EFFECT OF NEW TECHNOLOGIES IN THE PROCESS OF
LANGUAGE TEACHING
S.Sodiqova
GulSU
New technologies offer exciting possibilities for enhancing English language
teaching and learning. In the ever-changing landscape of English language teaching ,
technology has emerged as a powerful ally for educators and learners alike. From
mobile applications to virtual reality, technology has not only enhanced the teaching
experience but also made language learning more engaging and accessible to people
around the globe.
New technologies being introduced into education serve the
increasing of the quality of the scholastic process and lead to positive results. The use
of the technologies raises students’ interest to studying foreign language, forms their
individual, creative abilities and corresponding skills. Each student reveals his\her
creative potential, skills and gifts for work on his\her own.
Why use computer technology in English. There are two kinds of reasons for
using computer technology in English. First there are the benefits to teachers and
student from including computer technology in any learning area:
For students technology can:
-be very motivational
-be the source of a significant amount of reading material
-be fun and when it’s fun you learn!
-help students to produce excellent published work.
For teachers technology can:
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-allow for the easy production, storage and retrieval of prepared materials such as
certificates and work required sheets.
-free up communication with other teacher.
-help teachers to find information easily.
-assist good teaching but not replace it!
Secondly, there are the challenges and opportunities presented by computer
technology that make it an increasingly important part of English in particular. These
includes: -the emergence of new kinds of texts and the consequent need to teach
students to create use these texts effectively.
-changing social practices associated with communicating via computers and the
consequent need to teach students how to make judgments about appropriate use of
different avenues of communication
-the pervasiveness and power of texts created through computer technology of the
consequent need to teach students to be critical readers and viewers of such texts.
1. Creating and using new kinds of texts.
-such as hyper-texts, web-pages, e-mail communications, and multi media texts.
Many of these texts blend written, spoken and visual, so students can express
ideas in exciting and powerful ways. The choices available to the creators and users of
texts are expanding rapidly so English teachers need to start helping students to make
informed choices. Multi-media texts challenge readers and viewers to integrate
information and ideas in new ways. Making meaning from the interplay of words,
sound and vision involves a sophisticated set of skills, skills that not necessarily been
highly valued in the past:…for hundreds of years Western culture has privileged the
verbal (print and oral) as the pre-eminent mode, of conveying meaning and producing
knowledge. However, with the arrival of the new communication and information
technologies, the reign of the verbal has been at least interrupted, if not overthrown.
Hypertext heralds a different way of accessing texts since, even more than with
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traditional print or screen texts, the reader or viewer actively creates an individual text
through choices made. We can choose to jump from link to link in different ways,
creating many possible texts from one set of material. Adults often comment ironically
on the almost irresistible lure of hypertext links that invite us to flit from site to site ,
searching to the better, brighter site that surely, waits just one screen away. We need
to explore the same issue with students to ask what effect this has on our understanding
and how we judge when it is better to resist or go with the lure
2. Judging the appropriate use of new kinds of texts. When we use computer
technology to make and access texts, we operate in changing social contexts. E-mail,
discussion groups and chat rooms create qualitatively different contexts from
communication. Teachers often comment that the kinds of relationships they and their
students establish through these kinds of channels are unlike others they are familiar
with. For example, with no status cues such as paper quality, handwriting or letterhead,
e-mail is potentially a great leveler. While this has possible advantages, we also need
to establish new way of judging authenticity and credibility. As clamor, for better
Netiquette suggests, there is a need for everyone to make judgments about the
appropriate use of new texts. Students need to weigh up the relative advantages of e-
mail, letter, fax or phone call in any particular situation as all will become increasingly
available other questions arise such as:
-what are the pros and pitfalls of computer chat?
-what is appropriate information to include on a personal home page?
-if e-mailing someone we don’t know what is an appropriate tone to use?
-does layout matter?
-what are the social and personal implications of not having access to computer
technology to communicate?
3. Critically reading and viewing computer-based texts. While teachers have been
busy learning to use computer technology, the emphasis has understandably been on
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practical applications rather than critical analysis. Now that critical literacy is
recognized as a significant part of English, teachers are starting to develop a critical
approach to computer technology. The same kinds of questions that we ask of other
texts can be asked:
-who is privileged in this text?
-who might this text exclude or marginalize?
-what attitudes and values are implied in this text?
Just as students increase their personal power when they improve their traditional
literacy skills, they also gain significant social power through competent, critically-
aware use of new communication technology. English teacher are in a powerful
position to help student develop this new dimension of literacy.
Issues involved in using computer technology in the classroom. -Developing a
whole school approach. This involves considering how students will be taught basic
skills; What kinds of priority will be given to students in accessing computers; security
and privacy implications of the use of computer technology; intranet development and
use.
-The teaching strategies needed to accommodate the computers. As students’
access to information improves so that can go beyond what the teacher or school
provide, and can locate information much closer to its source, the relationship between
teacher and student inevitably changes.
Before discussing the advantages of using technology for learning languages, it is
important not to refer to technology as if we were dealing with a single, homogeneous
tool, as if all technology were same. Different technologically based tools render
different advantages for learning a second language .There is not one technology best
suited language study, but rather an array of technological tools that can be harnessed
to that end, although the tools themselves will continue to change very rapidly. More
specifically, there are three important technological platform that provide tools to
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assist language learning, in order of increasing interactivity. The Web ,CD-ROM
applications, and network-based communication (i.e. multi-user, user groups, chat
rooms, and MOOs [ i.e, multi-user domain, object oriented)
The Web offers a variety of authentic target language resources. More importantly
the Web gives all peoples of the world a channel to express their own voice and
promote their own notions of self, which is reason alone for why language students
should be reading these Web pages. This sense of authenticity on the Web provides
endless topics for cross-cultural analysis and discussions in a content based classroom.
Teachers are beginning to use Web pages, both original and adapted, to serve as
the students’ primary-source materials, especially in content-based language courses.
In this type of course, students work through the tasks and activities presented them
and only gradually have recourse to learn the grammar (for a technologically
supported, content-based approach.) The Web pages serve to provide content
stimulation and a means for further inquiry. Given the richness of non-English Web
materials, the class can move in new directions at any point or deepen their knowledge
of any topic. For the experienced teacher who knows to take advantage of these obvious
communicative opportunities, a web-based, content-driver, approach is a dream come
true-and the students respond in kind. Something like this type of Web-based course
might eventually displace the notion a static a textbook, web copyright problems not
with standing.
Resistance aside, computer technology will remain a key component to most
everything we do in the 21
st
century, the so-called “information age”. Language
professionals need to capitalize on its advantages and strengths wherever consistent
with the best teaching practices which in turn should also informed by second language
acquisition theory. Language teachers who wish to remain competitive in the
profession should observe and contemplate instances where technology can assist good
teaching practices; today’s language professionals must educate themselves to adapt
these techniques to the needs of their own respective classrooms.
ОБРАЗОВАНИЕ НАУКА И ИННОВАЦИОННЫЕ ИДЕИ В МИРЕ
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The use of modern technology in teaching English is broadly understood to
encompass an innovative application of methods, tools, materials, devices, systems,
and strategies which are directly relevant to English language teaching and lead to the
achievement of the desired goals. Thus, while technology is now generally accepted as
an important educational and auxiliary tool across a range of teaching and learning
contexts, it is particularly true of English language teaching since it affords a number
of potential opportunities to enhance both the content and delivery of the pedagogies
typically associated with traditional English language instruction.
Scholars and teachers agree that computer technology is crucial in language
teaching. The way to arouse students interest can be achieved by using something
extra-ordinary and new. Especially among teenagers and young adults, computers can
be used efficiently for this purpose. Making a conclusion to above said matter, using
new technologies in the learning process can make the lessons very interesting,
productive and effective.
REFERENCES:
1. Julia M. Dobson. Effective Techniques For English Conversation Groups.
Washington, D.C.1992. PP 24-34.
2.
Hamdamov, U. E., & Karimova, Z. A. Using computer technology in
English. Bulletin of Gulistan state university.
“Universitet” nashriyoti, Guliston-2014.
pp 62-67
3.
Ergashevich, H. U. (2024). ORGANIZATION OF INDEPENDENT STUDY
THROUGH WEB QUEST TECHNOLOGY.
Western European Journal of
Linguistics and Education
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2
(5), 418-421.
4. Ergashevich, X. U. (2025). The Importance of Web Quest Tool in The Organization
of Independent Study.
International Journal of Pedagogics
,
5
(04), 182-185.
ОБРАЗОВАНИЕ НАУКА И ИННОВАЦИОННЫЕ ИДЕИ В МИРЕ
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5. Hamdamov Usmon Ergashevich (2022). ORGANIZATION OF INDEPENDENT
STUDY THROUGH WEB QUEST TECHNOLOGY. Central Asian Research Journal
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МУСТАҚИЛ
ИШЛАРИНИ
ВЕБ-КВЕСТ
ВОСИТАСИДА
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