International Journal of Pedagogics
78
https://theusajournals.com/index.php/ijp
VOLUME
Vol.05 Issue07 2025
PAGE NO.
78-81
10.37547/ijp/Volume05Issue07-17
Analysis of B1 Students' Mastery of Phrasal Verbs Before and
After the Use of ICT
Erejepova Jamilya Uayisovna
Assistant of the Department of "Theory and Practice of Translation", Karakalpak State University named after Berdakh, Uzbekistan
Received:
25 May 2025;
Accepted:
21 June 2025;
Published:
23 July 2025
Abstract:
The article is devoted to analyzing the effectiveness of using information and communication
technologies (ICT) in teaching English phrasal verbs to B1-level students. The study presents the results of an
experimental research in which the levels of phrasal verb proficiency in control and experimental groups were
compared before and after the implementation of ICT in the learning process. The use of ICT contributed not only
to a quantitative improvement in knowledge but also to qualitative changes in learning strategies. Increased
motivation, activation of speech activity, development of contextual understanding skills, and enhancement of
lexical and grammatical competence were observed.
Keywords:
Phrasal verbs, experimental learning, contextual understanding, digital resources, lexical and
grammatical competence, motivation, speech activity.
Introduction:
The analysis of the level of mastery of
phrasal verbs before and after the use of information
and communication technologies (ICT) is a key stage in
the experimental research. It allows not only for a
quantitative assessment of the effectiveness of ICT
implementation in the learning process but also for the
identification of qualitative changes in the speech
practices of B1-level students.
The purpose of this article is to conduct a comparative
analysis of the knowledge and skills in using phrasal
verbs among students in the control and experimental
groups at different stages of learning, as well as to
interpret the obtained data from the perspective of
modern pedagogical and linguodidactic concepts.
METHODS
To conduct the analysis, diagnostic materials were
developed, including:
Initial testing
on the knowledge of phrasal verb
meanings and the ability to use them in context was a
comprehensive diagnostic aimed at identifying the
initial
level of students’ proficiency with these language
elements. The test included several types of tasks:
selecting the correct meaning of a phrasal verb from
multiple choices, composing sentences with given
phrasal verbs, and inserting appropriate phrasal verbs
into blanks in short texts. Particular attention was paid
to students' ability to understand both literal and
figurative meanings of phrasal verbs, as well as their
ability to adequately use these constructions in
relevant speech contexts. The test results served as a
basis for further analysis of the development dynamics
of skills in the process of using ICT in teaching.
Final testing
with a similar structure of tasks included
checking the knowledge of phrasal verb meanings,
their correct usage in context, and the ability to
perceive phrasal verbs by ear in authentic speech
situations. The test structure included tasks on
matching phrasal verbs with their meanings, using
phrasal verbs in various grammatical constructions,
and writing short coherent texts with the obligatory
inclusion of specified phrasal verbs. The goal of the final
testing was a comprehensive assessment of the
dynamics of the development of lexical-grammatical
skills and communicative competence of students after
the application of ICT in the learning process.
Student surveys were conducted to identify their
subjective feelings
of progress, satisfaction with the
learning process, changes in their perception of phrasal
verbs, and attitudes toward the use of ICT in
educational activities. The questionnaire was aimed at
assessing interest in learning English, perception of the
International Journal of Pedagogics
79
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International Journal of Pedagogics (ISSN: 2771-2281)
effectiveness of digital resources, and willingness to
continue learning using ICT. The results of the survey
provided a deeper understanding of the internal
motivational changes in students and identified
possible directions for further improvement of
teaching methods.
Evaluation criteria included:
•
Accuracy in determining the meanings of
phrasal verbs
•
Correctness of their use in sentences
•
Ability to perceive phrasal verbs in
authentic speech situations
•
Level of motivation and engagement
The analysis was carried out comprehensively, covering
both quantitative indicators (percentage of correct
answers, average score, knowledge growth dynamics)
and qualitative aspects (nature and typology of typical
errors, change in task performance strategies,
awareness of phrasal verb usage). This approach
provided a comprehensive picture of changes in the
level of phrasal verb proficiency and assessed not only
mechanical memorization but also the depth of
students' understanding of the studied material.
RESULTS
The results of the initial testing showed that the general
level of phrasal verb proficiency among students in
both groups was average or below average. In most
cases, students demonstrated limited understanding of
figurative meanings of phrasal verbs, a low ability to
use them adequately in coherent speech, and a
tendency to translate individual components literally.
These results indicate the need for targeted
pedagogical intervention to form a deeper and more
conscious command of phrasal verbs as essential
elements of communicative competence.
•
The average score in the control group
was 48%.
•
The average score in the experimental
group was 46%.
Error analysis revealed:
•
Problems with understanding figurative
meanings of phrasal verbs
•
Frequent literal interpretation of phrasal
verb components
•
Difficulties in selecting phrasal verbs in
context
Particular attention was drawn to the dominance of the
translation strategy among students: instead of
understanding phrasal verb meanings in context, they
tended to translate individual components literally.
This indicated an insufficient level of development of
contextual analysis skills and superficial assimilation of
material, which required changes in teaching
methodology
towards
more
active
use
of
communicative and cognitive approaches.
At the end of the experimental period, final testing was
conducted to determine the degree of knowledge and
skill growth in the use of phrasal verbs among students
in both groups. The test included an assessment of not
only lexical-grammatical accuracy but also the ability to
integrate studied phrasal verbs into coherent oral and
written statements. The results of the final testing
made it possible to objectively assess the impact of ICT
on the quality of mastering complex lexical units in
English.
In the control group, which studied using traditional
methods:
•
The average score increased to 56%
•
Improvement amounted to 8%, indicating
a slight positive trend
In the experimental group, which studied with active
use of ICT:
•
The average score rose to 74%
•
Improvement
amounted
to
28%,
representing a significant gain
In addition to quantitative changes, qualitative shifts
were also recorded:
•
A significant reduction in errors in
determining the meanings of phrasal verbs
•
Improved accuracy in using phrasal verbs
in productive speech situations
•
An increase in the number of students
correctly perceiving and interpreting phrasal verbs in
context
Comparative analysis data showed a clear difference
between the two groups:
•
In the experimental group, improvement
was noted in almost all parameters of phrasal verb
proficiency
•
The level of correct use of phrasal verbs in
coherent speech in the experimental group increased
from 41% to 70%, while in the control group it grew
only from 42% to 52%
•
In the experimental group, students more
actively used studied phrasal verbs in oral and written
speech without additional prompts
Changes in learning strategies were particularly
significant: students in the experimental group more
often turned to contextual understanding of new
phrasal verbs, actively used analogies, associative links,
International Journal of Pedagogics
80
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International Journal of Pedagogics (ISSN: 2771-2281)
and mnemonic methods for material retention. They
demonstrated a higher level of awareness in choosing
the appropriate expressions depending on the context,
indicating a transition to a deeper cognitive level of
assimilation. Meanwhile, in the control group, the
tendency to directly translate phrases without
considering context persisted, leading to frequent
errors in phrasal verb usage.
DISCUSSION
The obtained data convincingly demonstrate the high
effectiveness of using information and communication
technologies in teaching phrasal verbs. The use of ICT
not only contributed to a quantitative increase in lexical
material proficiency but also qualitatively changed the
nature of assimilation: students began to use phrasal
verbs more actively in speech situations, better
understand their figurative meanings, and more
effectively integrate them into oral and written speech.
ICT contributed to:
•
Increased interest in the material through
the introduction of gamification elements
•
Expanded opportunities for independent
practice through mobile apps and online platforms
•
Development of context-guessing skills
and language intuition
•
Accelerated memorization of phrasal
verbs through repeated exposure in various formats
Particular importance was attached to the possibility of
students receiving instant and regular feedback via
electronic platforms (e.g., Kahoot, Quizlet), which
significantly accelerated the self-correction process,
enabled timely identification and correction of errors,
and contributed to deeper and more conscious
assimilation of lexical units. This element of
interactivity strengthened students’ confidence in their
knowledge and encouraged further active use of
phrasal verbs in speech.
It should be emphasized that the successful integration
of ICT into the learning process requires competent
pedagogical support, including clear methodological
guidance, regular feedback, and adaptation of digital
materials to students’ proficiency levels. Without
thoughtful pedagogical management, the effectiveness
of digital learning may significantly decrease,
underscoring the importance of a comprehensive
approach to organizing the learning process with the
use of information and communication technologies.
CONCLUSION
Based on the conducted analysis, the following
conclusions can be drawn:
•
The use of ICT in teaching phrasal verbs
significantly increases the level of their mastery by B1-
level students
•
The use of interactive platforms and
mobile apps leads to increased motivation and
engagement in the learning process
•
Students taught with ICT demonstrated
better results in both the knowledge of phrasal verb
meanings and their use in various communicative
contexts
•
Digital technologies contribute to the
development of contextual comprehension strategies,
which is essential for successful command of phrasal
verbs
•
To achieve maximum effectiveness, it is
important to combine ICT use with targeted
pedagogical support, methodological control, and
regular practice
The results of this analysis formed the basis for the
development of practical recommendations for
integrating ICT into the teaching process of English
phrasal verbs in schools of the Republic of
Karakalpakstan. Based on the observed changes in
students' knowledge and motivation levels, proposals
were
formulated
for
optimizing
teaching
methodologies, improving lesson organization forms,
and expanding the use of digital educational resources
to enhance the effectiveness of forming students’
lexical and grammatical competence.
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