The goal of this study is to show frequent issues that educators confront while seeking to integrate technology into the classroom, as well as potential answers to those challenges. These concerns should be of interest to current and future educators, school administrators, and educational technology experts. The chapter opens by introducing the external (extrinsic) to the teacher hurdles to technology integration, such as access to resources, training, and support. We then provide internal impediments to instructors, such as their attitudes and beliefs, aversion to technology in the classroom, and knowledge and abilities
This composition discusses the readiness of children to learn and the change of leading exertion from playing to learning conditioning. Verbal chops were also explained with the help of different styles in order to attract learner’s attention in the classroom and in the process of literacy, scientific generalities are formed in youngish scholars.
Аннотация. Статья посвящена преподаванию и обучению с учетом культурных особенностей. В этом исследовании определяется преподавание и обучение, учитывающее культурные особенности, которые в свою очередь, учитывая необходимые данные, развивают стратегии преподавания языка. Как известно, разнообразие в классе становится все более распространенным явлением, и учителям важно признавать и ценить различные культуры и происхождение своих учеников. Преподавание и обучение с учетом культурных особенностей — это подход, который признает и отвечает разнообразным потребностям учащихся в классе.
Meaningful learning should bring learners to meet their entire goals-both an achievement in academic skills and everyday life skills. This current article focused on the implementation of project-based learning (PBL) in language learning classroom. The investigation aimed at the development of students’ performance in learned language. The study also found that PBL played the role in the enhancement of language learning skills improvement. Majority of participants mentioned that projectbased activity engaged them to develop collaboration and teamwork skills, flexibility and adaptability skills and increased the better level of responsibility in learning.
Teaching is a career in the modern era where teachers operate in social settings in addition to academic ones. We have included lessons on gender issues in our curriculum. Therefore, a teacher needs to have solid understanding of gender issues. A teacher is a force for change; they uphold gender equality in the classroom and, by influencing the next generation of thinkers, eradicate stereotypes from society. Based on instructional materials, a teacher develops techniques to build a gender-friendly attitude. Gender constructivist educators embrace innovative approaches, scrutinize classroom procedures, and cultivate a shift in perspective to establish a school environment that affords equal treatment to males and girls. Education institutions must provide a program where teachers receive training on gender issues and are made aware of the concerns in order to empower students to challenge societal gender stereotypes and biases. This will help students develop good attitudes toward gender issues. Encouraging gender equality in our society is a well-organized program on gender issues. Thus, the knowledgeable instructor needs to promote and draw attention to a culture that is gender-friendly.
In the pedagogy of language education, the importance of teaching English pragmatic competence has received considerable attention lately. As an attempt to contribute to the literature in this field, this study investigated the importance of teaching pragmatic competence in English as a Foreign Language (EFL) context. It explored the extent to which Uzbek EFL teachers implement pragmatic competence features in their daily classroom practice. It also identified the difficulties they encounter during classroom procedures and practices. In order to achieve the study objectives, a mixed pragmatic competence and other types of competence.
This article examines the effectiveness of integrating technology into English language classrooms for secondary-level students in Nukus. Through a synthesis of research findings, practical insights, and case studies, it explores the benefits, challenges, and best practices associated with using technology to enhance language learning in this context. The study emphasizes the importance of technology in fostering engagement, personalization, and authentic language experiences, while also addressing issues such as access, digital literacy, and teacher training. By illuminating the transformative potential of technology-enhanced language instruction, this article aims to inform educators, policymakers, and stakeholders about the opportunities and considerations inherent in leveraging technology to promote English language proficiency among secondary-level students in Uzbekistan.
Teaching languages to students, particularly non native speakers, requires proper strategies and methods. By doing this, each teacher has his/her difficulties. This study intends to reveal the problems faced by teachers from non-native Englishspeaking countries. This study answers the following questions: 1. What are the difficulties of teaching English in non-native English -speaking countries. 2.Is there any effort to overcome the difficulties? How do they overcome it? The result of study indicates some main problems: learning materials which don’t cover students’ need, low motivation and classroom condition is boring.
В статье приводится материал работы на практическом занятии в студенческой аудитории. Авторы показывают, как создается субъектно-субъектная среда при проведении работы по анализу трансформированных глагольных фразеологизмов на материале примеров из иронического детектива Д.Донцовой «Эта горькая сладкая месть». Результат использования интерактивной модели обучения в повышении мотивации студентов к изучению русского языка и исследовательской деятельности.