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way of teaching, material, books and tasks meet their requirements. It is a good approach to advise
with the students what they would like to learn, is there anything they would like to change and what
ideas they would like to share. [1, p.159]. All the above mentioned helps them to feel their importance
and become more motivated. A teacher also promotes students’ motivation by telling them how the
subject can be applied in their future profession, job, relationships and in life in the whole. Some
examples from the life experience will definitely become a pro- spective assistance for achieving
motiva- tion enhancement.
In conclusion, it is important to notice that we all work better when we like what we are doing.
The above mentioned ap- proaches are rather to be effective as they unequivocally increase and
intensify stu- dents ‘motivation for studying. We should never forget that we are people with feel-
ings and emotions. Strict obligations and duties shove aside. Positive thinking and opinion about the
way of learning is for sure a key for increasing self-motivation among people who get higher
education. Accordingly, a good teacher should follow all the tips and advice of how to motivate
students for better studying. Students’ motivation is positively associated with successful outcome of
studying taken as a whole. The process of becoming self-mo- tivated is not a thing that happen in a
twinkling of an eye. This is a very serious and complicated process that needs al- ways to be
developed and enriched.
REFERENCE:
1.
Батрин Н.В. Проблема підвищення мотивації студентів вищих навчальних закладів
економічного профілю. Наукові записки. Серія: Педагогіка. – 2012. – No 4, с.159.
2.
simple ideas to improve student motiva- tion. URL: https://www.teachthought.
com/pedagogy/21-simple-ideas-to-im- prove-student-motivatio/.
3.
Мотивація студентів як один із основних факторів успішної професійної підготовки.
URL: https:// naub.oa.edu.ua/2014/motyvatsiya-studen- tiv-yak-odyn-iz-osnovnyh-faktoriv-us-
pishnoji-profesijnoji-pidhotovky/.
4.
Tajieva A., Babaniyazova N. Educational reforms in the republic of Uzbekistan in operation
//Theoretical & Applied Science. – 2015. – Т. 7. – №. 27. – С. 134-137.
THE ROLE OF DIGITAL TOOLS IN IMPROVING ACADEMIC READING SKILLS
Gabidenova A.G.
Eurasian National University named after L.N. Gumilyov, Astana
This article examines the pivotal role of digital tools in enhancing academic reading skills.
Through a comprehensive analysis of contemporary literature and empirical studies, it delves into
various digital platforms, such as e-books, online libraries, and annotation tools, highlighting their
efficacy in fostering comprehension, critical thinking, and information synthesis. Additionally, it
discusses the integration of multimedia elements, adaptive learning algorithms, and interactive
interfaces, which cater to diverse learning styles and abilities, thus promoting engagement and
retention. Moreover, the article addresses challenges associated with digital literacy and access
disparities, emphasizing the need for equitable implementation strategies. Ultimately, it underscores
the transformative potential of digital tools in empowering learners and cultivating lifelong reading
proficiency in academic contexts.
Academic reading is one of the many fields where learning has changed as a result of the use
of digital resources into educational processes. The complex relationship between academic reading
proficiency and digital tools is thoroughly examined in this paper. Through a thorough analysis of the
methods, advantages, difficulties, and potential consequences of digital integration, this thorough
review seeks to offer educators, researchers, and policymakers practical ideas to enhance academic
reading instruction in the digital era.
Academic reading is more than just consuming information; it's a sophisticated cognitive
process that aims to synthesize knowledge, analyze it critically, and comprehend it. Academic reading
necessitates a methodical interaction with scholarly texts, research papers, and academic periodicals
in order to extract and critically assess material, in contrast to casual reading, which places an
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emphasis on enjoyment and entertainment. [1] Proficiency in academic reading is crucial for
academic achievement because it supports the development of critical thinking skills, disciplinary
information acquisition, and lifetime learning habits.
The digital revolution has changed the character of reading experiences and made information
more widely accessible. The term "digital tools" refers to a wide range of tools and platforms that are
intended to support conventional reading activities. The academic reading toolset now includes e-
books, online libraries, academic databases, annotation tools, and multimedia resources. These are
now essential resources. With their unmatched accessibility, adaptability, and interactivity, these
digital tools are changing the way students interact with text and improving their understanding,
recall, and analytical abilities. [2;126]
There are numerous advantages to using digital tools in education for both teachers and
students. To begin with, digital platforms remove the geographical and temporal boundaries that come
with traditional print materials and enable ubiquitous access to a massive store of literature. Because
of its accessibility, students can customize their reading experiences to fit their interests and learning
style, which promotes independent learning. [3; 130-143] Additionally, digital tools give students
access to interactive features like annotation, highlighting, and search capabilities, which encourage
active reading and better understanding and information synthesis.
In spite of their transformative potential, the integration of advanced instruments in
scholarly perusing isn't without challenges. One critical concern is the computerized separate, which
worsens existing imbalances in get to innovation and web network among understudies. [4]
Financial, infrastructural restrictions, and advanced education crevices posture impressive boundaries
to evenhanded get to advanced assets and prevent students' capacity to use advanced devices
successfully for scholastic purposes. Tending to the advanced isolate requires concerted endeavors
from policymakers, teachers, and partners to guarantee comprehensive get to innovation and
computerized education preparing for all learners.
Also, the multiplication of advanced diversions and multitasking behaviors postures a
critical obstacle to maintained consideration and profound perusing comprehension. Understudies are
regularly immersed with notices, social media bolsters, and online excitement, which diminish from
their center and engagement with scholarly writings. [5] Teachers must develop computerized
mindfulness and educate understudies methodologies for overseeing diversions, cultivating
maintained consideration, and advancing profound engagement with printed content. Looking ahead,
the integration of computerized devices in scholastic perusing is balanced to proceed advancing and
growing in reaction to innovative headways and educational developments. Rising advances such as
fake insights (AI), increased reality (AR), and virtual reality (VR) hold guarantee for changing the
perusing involvement and upgrading comprehension, maintenance, and engagement. [6] AI-powered
versatile learning frameworks can personalize perusing instruction, tailor substance to students'
person needs and inclinations, and give real-time criticism and back. Additionally, AR and VR
advances offer immersive and intelligently perusing encounters, empowering understudies to
investigate complex concepts, connected with virtual situations, and visualize unique thoughts in
three measurements. [7]
Moreover, computerized libraries, stores, and open instructive assets (OERs) are getting to be
progressively predominant, advertising curated collections, intelligently learning modules, and mixed
media assets to bolster scholastic perusing instruction. These advanced stores democratize get to to
high-quality instructive substance, advance data education aptitudes, and engage understudies to
gotten to be free learners and basic masterminds. Additionally, progresses in information analytics
and learning analytics empower teachers to track students' , screen their advance, and recognize
ranges for mediation and back, encouraging data-driven decision-making and personalized
instruction.
In conclusion, computerized apparatuses offer uncommon openings to upgrade scholastic
perusing capability and change the learning encounter. By giving omnipresent get to differ writings,
encouraging dynamic engagement, and advancing collaborative learning, computerized instruments
enable understudies to gotten to be capable , basic masterminds, and long lasting learners. [1] In any
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case, tending to challenges such as the computerized separate, computerized diversions, and
computerized education holes is fundamental for realizing the complete potential of advanced
integration in scholastic perusing instruction. As innovation proceeds to advance, teachers must adjust
their guidelines hones, grasp educational developments, and use advanced instruments viably to
cultivate comprehensive and transformative learning encounters for all understudies.
REFERENCES
1.
Marchetti, L., & Cullen, P. (2015). A Multimodal Approach in the Classroom for
Creative Learning and Teaching. https://journals.muni.cz/casalc-review/article/view/20569
2.
Smith, J. K., & Johnson, A. B. (2010). Integrating Creative Content in Multimodal
Teaching: Strategies for Engagement. Journal of Educational Technology, p126
3.
Wang, S. H., & Lin, S. H. (2016). Collaborative multimodal learning in an online
language course: A case study of an adult English as a second language course. Computers &
Education, 92-93, 130-143.
4.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological
processes. Harvard University Press.
5.
Shadiev, R., Liu, T., Shadiev, N., Wang, X., Yang, M.-K., Fayziev, M., & Zhussupova,
R. (2022). The effects of familiarity with mobile-assisted language learning environments on
creativity.
https://scholar.google.co.id/citations?view_op=view_citation&hl=id&user=KfBdbTIAAAAJ&citati
on_for_view=KfBdbTIAAAAJ:70eg2SAEIzsC’
6.
Mayer, R. E. (2019). Multimedia learning. Cambridge University Press.
7.
Pekrun, R., Lichtenfeld, S., Marsh, H. W., Murayama, K., & Goetz, T. (2017).
Achievement emotions and academic performance: Longitudinal models of reciprocal effects. Child
development, 88(5), 1653-1670.
REFLECTION IN INNOVATION AND PEDAGOGICAL ACTIVITY
Master Ispandiyarova A.M., master Tulepbaeva G.K.
Central Asian innovation university
Kazakhstan Shymkent
A necessary component in the structure of innovation activity is reflection - knowledge and
analysis by the teacher and other participants of innovation of phenomena of own consciousness of
activity, i.e. a view of own thought and actions as from the outside. The innovative culture of the
teacher is a multidimensional system of his reflexive abilities to manage the self-organization of the
trainees.
Reflection (from lat. reflexio - turning back) is the process of self-knowledge of the subject of
internal mental acts and states. The concept of "reflection" originated in philosophy and meant the
individual's process of thinking about what was happening in his/her own knowledge. Reflection from
the point of view of psychology is not just knowledge or understanding by the subject of himself, but
also finding out how others know and understand "reflexing", the personality features, emotional
reactions and knowledge-related perceptions. When the content of such a presentation is the subject
of joint activity, a form of reflection develops in subject-reflexive relations.
There are two traditions in the interpretation of reflexive processes:
1) reflexive analysis of consciousness leading to explanation of object values and their design;
2) reflection as an understanding of the meaning of interpersonal communication.
In this regard, the following reflexive processes stand out: self-knowledge and understanding,
self-evaluation and evaluation, self-incorporation and interpretation.
In 1933, J. Dewey put forward the idea of reflexive thinking. Since then, reflection has been
recognized as a separate stage of teacher professional development.
The teacher's professional development includes the following stages:
- mastering of techniques of class management;
- expansion of the repertoire of teaching techniques and methods;
- deepening and expanding the content of training programs;
