Xorijiy lingvistika va lingvodidaktika
–
Зарубежная
лингвистика
и
лингводидактика
–
Foreign
Linguistics and Linguodidactics
Journal home page:
https://inscience.uz/index.php/foreign-linguistics
Methodological support for developing oral speech skills
based on game educational technology in English classes
Shakhlo SAMANOVA
Uzbekistan State World Languages University
ARTICLE INFO
ABSTRACT
Article history:
Received July 2024
Received in revised form
10 August 2024
Accepted 25 August 2024
Available online
25 September 2024
The purpose of this article is to examine the effectiveness of
game-based educational technology in developing oral speech
skills in English classes. The study includes a literature review
on the use of game-based educational technology and its impact
on oral speech development in language learning. The findings
indicate that game-based educational technology can be an
effective tool for enhancing students' oral speech skills, as it
creates an engaging, interactive, and collaborative learning
environment.
2181-3701
/©
2024 in Science LLC.
https://doi.org/10.47689/2181-3701-vol2-iss3
This is an open-access article under the Attribution 4.0 International
(CC BY 4.0) license (
https://creativecommons.org/licenses/by/4.0/deed.ru
Keywords:
oral speech skills,
game educational
technology,
English classes,
methodological support.
Ingliz tili darslarida o‘yin ta’lim
texnologiyasi asosida
og‘zaki nutq ko‘nikmalarini rivojlantirishning metodik
ta’minoti
ANNOTATSIYA
Kalit so‘zlar
:
og‘zaki nutq ko‘nikmalari,
o‘yin ta’lim texnologiyasi,
ingliz tili darslari,
metodik ta’minot.
Mazkur maqolada ingliz tili darslarida og‘zaki nutq
ko‘nikmalarini rivojlantirishda o‘yin ta’lim texnologiyasining
samaradorligi o‘rganiladi. Tadqiqotda ingliz tili darslarida o‘yin
ta’lim texnologiyasi va og‘zaki nutq ko‘nikmalaridan foydalanish
bo‘yicha adabiyotlar ko‘rib chiqildi. Tadqiqot natijalariga ko‘ra,
o‘yin ta’lim texnologiyasi o‘quvchilarning og‘zaki nutq
ko‘nikmalarini oshirishda samarali vosita sifatida qiziqarli,
interaktiv va hamkorlikdagi o‘quv muhitini ta’minlaydi.
1
Lecturer, Uzbekistan State World Languages University. E-mail: shaxlosamanova@gmail.com
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Special Issue
–
3 (2024) / ISSN 2181-3701
225
Методическое обеспечение развития навыков устной
речи на основе игровых образовательных технологий
на занятиях по английскому языку
АННОТАЦИЯ
Ключевые слова:
навыки устной речи,
игровые образовательные
технологии,
уроки английского языка,
методическая поддержка.
Цель данной статьи –
изучить эффективность игровых
образовательных технологий в развитии навыков устной
речи на уроках английского языка. В рамках исследования
проведен обзор литературы по использованию этих
технологий и их влиянию на развитие устной речи.
Результаты показали, что игровые образовательные
технологии являются эффективным инструментом для
улучшения навыков устной речи учащихся, так как они
создают увлекательную, интерактивную и совместную
среду обучения.
INTRODUCTION
In today's globalized world, the ability to communicate effectively in English is
becoming increasingly important. Oral speech skills are an essential part of language
learning, as they allow students to express themselves, interact with others, and
communicate their ideas effectively (Normatova, 2019). However, developing oral speech
skills can be a challenging task for both students and teachers (Akhmedova, 2010). In
recent years, game educational technology has emerged as a promising tool for
enhancing language learning. Game educational technology provides a dynamic and
engaging learning environment that can promote language learning in a fun and
interactive way. Therefore, the goal of this study is to examine the effectiveness of game
educational technology in the development of oral speech skills in English classes.
There are some steps to follow in English classes:
1. Understand the students' current level of English proficiency to determine what
games would be appropriate to use.
2. Choose games that will provide opportunities for students to practice speaking
in English. These may include games that require describing objects, giving directions, or
role-playing.
3. Make sure the games are fun and engaging. Students are more likely to
participate and enjoy English classes if they are having fun.
4. Provide clear instructions and guidelines on how to play the game. Make sure
the students understand the objectives and rules of the game.
5. Encourage collaboration and cooperation between students. Games that require
group work or pair work can be especially effective in promoting oral communication
and developing speaking skills.
6. Provide feedback and praise to students as they participate in the games. This
can help build confidence and encourage continued participation.
7. Reflect on the effectiveness of the games used in English classes. Monitor
students' progress and adjust the games and activities as needed to ensure the continued
development of oral speech skills (Normatova, 2019).
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Special Issue
–
3 (2024) / ISSN 2181-3701
226
MATERIALS AND METHODS
An assessment of the student's language skills, including their speaking, listening,
reading, and writing abilities, should be conducted to determine their proficiency level in
English. This can help identify any areas where they may need additional support and
gauge their ability to understand and participate in various language games and
activities. Based on their proficiency level, appropriate games can be selected that are
engaging, challenging, and aligned with their language learning goals. Games that focus
on building vocabulary, grammar, and pronunciation skills can be particularly effective
for beginners, while more advanced learners may benefit from games that encourage
conversation, debate, and critical thinking (Patil, 2008). In any case, it is important to
ensure that games are suitable for the age and interests of the students, and that they are
designed to be inclusive and accessible for all learners in the classroom. By tailoring
games to students' language proficiency levels, teachers can create an engaging and
effective learning environment that supports their language acquisition and promotes
their ongoing development and success (Kamonpan, 2010).
1. Role-playing games: Assign students different scenarios and have them act out
various roles. This could include customer service scenarios, job interviews, or even
social gatherings. Encourage students to use phrases and vocabulary they have learned.
2. Conversation games: Play games such as "Would You Rather?" or "20 Questions".
These games encourage students to speak in English and practice asking and answering
questions.
3. Vocabulary games: Play games such as "Charades" or "Pictionary" using English
words the students have learned. This can help students practice their pronunciation and
speaking skills.
4. Storytelling games: Have a student start a story and then pass it onto another
student who continues the story, building on what has already been said. This game
encourages students to practice storytelling and speaking skills in a collaborative
environment.
5. Debate games: Assign students a topic to debate and have them prepare
arguments to present in front of the class. Encourage students to use persuasive language
and phrases they have learned.
When introducing games to students, it is essential to provide clear instructions
and guidelines. Here are some tips to ensure that students understand the objectives and
rules of the game:
A.
Demonstrate the game: Before starting the game, demonstrate it to the students.
Show them how it is played, what they need to do, and how they should use the materials.
This helps students visualize the game and understand how it works.
B.
Use simple language: Use simple and clear language when giving instructions.
Avoid using complex vocabulary and sentences that may confuse the students.
C.
Repeat Instructions: Repeat the instructions several times to make sure students
understand them. Encourage students to ask questions if they are unsure or need
clarification.
D.
Provide a summary: After giving instructions, provide a summary of the game
objectives and rules. This helps students remember the information you have given them
and will allow them to refer to the summary if they forget.
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Special Issue
–
3 (2024) / ISSN 2181-3701
227
E.
Encourage collaboration: Encourage students to work together in teams or pairs
to understand the rules. This provides an opportunity for students to ask each other
questions and clarify any confusion.
By providing clear and concise instructions, you ensure that students feel
confident and prepared to play the game. This will maximize their enjoyment of the
activity and improve their learning outcomes (Mercier, 2014).
Providing feedback and praise is an essential aspect of teaching any subject, and it
is especially important when using games in the classroom. When providing feedback, be
specific about what the student did well. For example, "Great job using the vocabulary
words correctly!" or "You did a great job expressing your ideas clearly." Use positive
language when giving feedback. Avoid criticizing or using negative feedback, as this can
discourage participation. Instead, focus on what students did well and encourage them to
continue to improve. Provide feedback in real time while the game is still being played.
This allows students to adjust their behavior and benefit from the feedback. If possible,
walk around the class and provide feedback individually to each student. Praise effort,
not just achievements, acknowledge when students are doing their best or putting in
effort, even if their performance isn't perfect. This helps build confidence and encourages
continued participation. On the other hand, celebrate successes, both small and big. For
example, you can congratulate the student who wins a game or acknowledge the entire
class for working well as a team.
By providing feedback and praise, you can help build confidence and encourage
continued participation in the games. This will contribute to a more positive learning
environment and promote student engagement and success.
Game-based educational technology can be an effective tool for developing oral
speech skills in English classes. Games such as improvisation games, role-playing, and
storytelling games can promote language learning by providing an engaging, interactive,
and collaborative learning environment. These games also enable students to practice
speaking, listening, and comprehension skills through repetition, feedback, and guidance
from teachers or peers. Moreover, games provide the opportunity to create a lively and
non-judgmental learning atmosphere for students. Games can also build confidence,
motivation, and encourage experimentation among learners, removing the fear of being
wrong and addressing negative feelings that can lead to language anxiety.
CONCLUSION
The article concludes with a recommendation for English teachers to incorporate
game-based activities in their classes to enhance oral speech skills development. Games
can provide students with an interactive, collaborative, and engaging learning experience
that can improve oral speech skills in English. Providing methodological support for the
integration of games in classrooms can help teachers make informed decisions on how to
use them efficiently. Additionally, the article suggests future research to focus on the
effectiveness of different types of games, the level of interactivity, and the role of the
teacher in game-based teaching for the language learning process. In conclusion, game-
based educational technology can be a powerful tool for developing oral speech skills in
English classes. By providing an interactive, engaging, and collaborative learning
environment, games can help students practice speaking, listening, and comprehension
skills through repetition, feedback, and guidance from teachers or peers. Using games,
teachers can create a lively, non-judgmental atmosphere that builds confidence,
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Special Issue
–
3 (2024) / ISSN 2181-3701
228
motivation, and encourages experimentation among learners, removing the fear of being
wrong and addressing negative feelings that can lead to language anxiety. The literature
review conducted in this study provides methodological support for the integration of
games in classrooms to enhance oral speech skills development. English teachers should
consider incorporating different types of games, such as improvisation games, role-
playing, and storytelling games, to promote language learning among students. However,
further research is needed to focus on the effectiveness of different types of games, the
level of interactivity, and the role of the teacher in game-based teaching for the language
learning process.
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