32
tasks. Conversely, students who experienced high levels of anxiety tended to perform more poorly
on listening and speaking assessments.
The findings of this study provide empirical support for the theoretical framework linking
psychological constructs to listening and speaking performance. The results emphasize the
importance of fostering attention, memory, motivation, and reducing anxiety in order to enhance
students' listening and speaking skills.
Implications for Understanding and Improving Listening and Speaking Skills
Understanding the psychological constructs that influence listening and speaking has
implications for both researchers and educators. By identifying the key factors that contribute to
successful listening and speaking, educators can develop more effective teaching strategies and create
learning environments that support students' psychological well-being and language development.
This scientific article has explored the psychological state and behavior of students in listening
and speaking, drawing upon a psychological constructs framework. The findings highlight the
significant relationships between attention, memory, motivation, anxiety, and listening and speaking
performance. By understanding these psychological constructs and their impact on language learning,
educators can create more effective and supportive learning environments for students, ultimately
enhancing their listening and speaking skills.
REFERENCES
1.
Aynazarovna A. B. Development of intercultural competence of students in learning English
//International Journal of Pedagogics. – 2022. – Т. 2. – №. 10. – С. 1-6.
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Dörnyei, Z. . Motivation, language identity and the L2 self. Motivation in language learning
and teaching, 9, 25-45.2009
3.
Ellis, R. The study of second language acquisition. Oxford University Press. 1994
4.
Oxford, R. L. Language learning strategies: What every teacher should know. Language
Teaching, 23(2), 140-149. 1990
5.
Swain, M. Communicative competence: Some roles of comprehensible input and
comprehensible output in its development. In S. M. Gass & C. G. Madden (Eds.), Input in second
language acquisition (pp. 235-253). 1985
6.
ХоджаниязоваУ. К., НуратдиноваН. Б.
ПРОЦЕССОБУЧЕНИЯПРОВЕДЕНИЮПРЕЗЕНТАЦИЙНААНГЛИЙСКОМЯЗЫКЕ
//QUALITYOFTEACHEREDUCATIONUNDERMODERNCHALLENGES. – 2023. – Т. 1. – №.
1. – С. 1015-1017.
SOCIETAL PERCEPTIONSAND RATIONALOF ARTIFICIAL EMOTIONS
Sadullaeva Alfiya Nizamaddinovna
Assistant, Karakalpak State University named after Berdakh
Nukus, Uzbekistan
As advancements in robotics continue to push the boundaries of human-robot interaction, the
prospect of intimate relationships with humanoid robots is becoming increasingly feasible. This paper
explores the complex intersection of technology and intimacy, focusing on the emergence of intimate
relationships with humanoid robots from a multidisciplinary standpoint. Drawing from fields such as
psychology, sociology, artificial intelligence, and ethics, this paper examines the motivations,
implications, and challenges associated with such relationships. It discusses the psychological
mechanisms underlying human attachment to robots, the societal attitudes and norms shaping the
acceptance of robot companionship, and the ethical considerations surrounding intimacy with non-
human entities. Furthermore, this paper explores the potential benefits and risks of intimate
relationships with humanoid robots, considering factors such as companionship, emotional support,
and the blurring of boundaries between humans and machines. By synthesizing insights from various
disciplines, this paper aims to foster a deeper understanding of the complex dynamics involved in
human-robot intimate relationships and stimulate further research in this rapidly evolving field.
33
Artificial Intelligence (AI) has become an integral part of modern life, impacting various
aspects of society, from healthcare to entertainment. As AI technology continues to evolve,
understanding the factors that influence individuals’ attitudes and intentions toward AI adoption is
crucial. One of such factor that has drawn attention is social status, which plays a significant role in
shaping people’s perceptions and behavior. In our rapidly evolving technological era, the fusion of
human intimacy and artificial intelligence has become an essential point of societal discourse. With
the advent of robots equipped with advanced AI, discussions about the future of human relationships
and sensuality have intensified. This article discusses the intricate dynamics of human – robot
interactions and delves into the implications of forming intimate bonds with robots in our modern
era.
Once confined to the realm of science fiction, humanoid robots have transcended imagination
to become tangible realities. These robots boast lifelike features, customizable personalities, and
sophisticated AI capabilities, blurring the boundaries between human and machine based on human
norms. As they gain accessibility and popularity, questions arise regarding the potential impact of
intimate relationships with artificial human on societal norms and human love [2; 137].
Love encapsulates the complexity and depth of this universal human experience. Love indeed
encompasses a broad spectrum of emotions, ranging from the deeply personal and intimate to the
broader, more communal connections we share with others and the world around us. Love is a
profound and intense emotion that connects individuals or groups, ideas, or acts of creative
expression. It represents a deeply personal interpretation of human emotions. Love is both significant
and imaginative, uniting biological and spiritual, individual and societal, intimate and universal
dimensions [9;166].
As technology progresses, the boundaries between humans and machines continue to blur,
presenting both opportunities and challenges for human sensitivity. While machines may offer
companionship and intimacy to certain individuals, it is crucial to approach their integration into
intimate relationships with sensitivity, empathy, and ethical discernment [3; 167].
Individuals with higher social status are more likely to have access to educational and
professional networks that provide training and professional networks that provide training and
exposure to AI applications. This exposure enhances their confidence in using AI tools and platforms,
leading to higher levels of self-efficacy. These individuals may view AI adoption as a symbol of
status and sophistication, leading to greater willingness to integrate AI into their personal and
professional lives. Conversely, individuals from lower social status backgrounds may face barriers
such as limited access to education and technology, which can impact their confidence in adopting
and using AI [10].
Human sexuality is a multifaceted aspect of human identity influenced by biological,
psychological, and social factors. Intimate connections fulfill fundamental human needs for
closeness, affection, and companionship. However, the advent of humanoid robots as potential
romantic partners challenges traditional notions of sexuality. While some individuals perceive
relationships with robots as a natural evolution of human sexuality, others voice concerns about the
ethical, psychological, and societal ramifications. Critics argue that such relationships may lead to
the objectification of both humans and robots, perpetuate unrealistic expectations, and devalue
genuine human connections [8; 549].
The ethical and legal factors surrounding intimate relationships with robots are intricate and
evolving. Questions about consent, autonomy, and the rights of both humans and robots demand
careful consideration. Moreover, issues pertaining to privacy, data security, and emotional well-being
necessitate proactive measures to ensure responsible development and utilization of robots in intimate
contexts.
Furthermore, cultural and societal attitudes toward human-robot relationships vary widely
across different communities and regions. While some embrace the concept of robot companionship
as a solution to loneliness or physical limitations, others approach it with skepticism or moral
apprehension. Bridging theses cultural divides and fostering open dialogue is imperative for
navigating the complexities of human sexuality in the era of AI.
34
In conclusion, the rise of artificial emotions in love presents a complex ethical issue that
requires careful consideration and thoughtful engagement. While AI-powered technologies offer
potential benefits for individuals seeking companionship or intimacy, they also raise significant
concerns about human relationships, emotional authenticity, and the treatment. By addressing these
ethical dilemmas proactively, we can strive to ensure that AI-powered love is developed and utilized
in a manner that respects human dignity, autonomy, and the future of interpersonal connections.
Through interdisciplinary discourse and ethical reflection, we can navigate this uncharted territory
with empathy, respect, and a nuanced understanding of the diverse perspectives that shape our
conception of intimacy and love.
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Processes, 50(2), 179-211.
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//Eurasian Research Bulletin. – 2021.С. 66-68.
8. Royakker, L., & van Est, R. A literature review on new robotics: Automation from love to
war.
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7, 2015
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language.
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10. Zhang, B., & Dafoe, A.
Artificial Intelligence: American Attitudes and trends.
Oxford, UK:
Center for the Governance of AI, Future of Humanity Institute, University of Oxford.2019
ADVANTAGES AND CHALLENGES OF APPLYING LOCAL AND GLOBAL
SCIENCE AND TECHNOLOGY INTO FOREIGN LANGUAGE TEACHING
Sarsenova Elmira
English language teacher at 40 school
Almaty, Kazakhstan
All facets of life are evolving due to the internet's application to conventional sectors and the
rapid expansion of digitalization, multimedia, and network-based communication technologies.
Worldwide, approaches to teaching and learning English are drastically shifting, especially
considering the coronavirus disease outbreak in 2020 (COVID-19). As online courses and resources
have become the norm for students, an online and offline blended learning mode finally emerged
when combined with offline English learning activities. While blended learning has been studied in
a variety of contexts, it has received less attention when it comes to the listening comprehension
abilities and emotional experiences of young students as English foreign language learners as they
are doing the activities. This study intends to look into two things: (1) how students' learning
outcomes are affected by the online and offline blended mode; and (2) how students' experiences with
blended tasks affect their interest in learning, attitude towards learning, and use of strategies when
learning English listening. A four-month teaching intervention utilising mixed online and offline
modalities was used in English listening classrooms. In order to examine the engagement process of
two student courses, as well as data from their English listening examinations and follow-up in-depth
interviews, the study reviewed mixed-methods qualitative and quantitative research. The outcomes
showed that students' listening skills improved as a result of the blended activity. Additionally, the
