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6. Sosiashvili E., Cultural Significance of Proverbs in Cross-Cultural Communication.
Routledge. 2018.
7. Uzbek Academy of Sciences. Uzbek Proverbs and Their Meanings. Tashkent Publishing
House. 2010.
WAYS OF LEARNING LANGUAGES BY USING ICT AND PECULIARITIES IN
IMPROVING THE COMPETENCE OF PEDAGOGIES
Qalbaeva Umida, Student of Nukus Innovation Institute
Scientific advisor: PhD student of Nukus state
pedagogical institute Abdullayeva D.
The globalization of integration processes in the world, the deepening of international
cooperation in the field of education and science and the rapid development of information,
communication and digital technologies further strengthen the need for learning a foreign language
as a means of interaction. According to world experience, it is important to improve the
knowledge, skills and qualifications of foreign language teachers and apply the latest achievements
of science and technology in the educational process by introducing advanced teaching methods
in the information and communication technology environment [1].
One of the priorities for the modernization of the educational system is the teaching of a
foreign language, which creates conditions and opportunities for the development of international
relations and cooperation.
As part of the development of professional competence of foreign language teachers in the
world practice, scientific research is conducted aimed at innovative activities related to the use of
information and communication technologies in the educational process. When teaching foreign
languages, it is important to develop professional communicative competence of teachers,
scientifically based improvement of technologies for diagnosing the level of development of
foreign language skills among teachers from the point of view of pedagogical and psychological
aspects of the innovation process in the context of globalization.
Currently, through the acquisition of large-scale information on the educational system of
our country and abroad, as well as the exchange of professional contacts and experience, future
teachers are able to improve their qualifications in the Russian language. However, it takes a lot
of time to obtain, collect and work on this information over the Internet and, therefore, for teachers
who do not have enough skills to use these resources in their professional activities, this presents
certain difficulties. Therefore, classes organized using the Internet, in some cases, are segregated
and unsystematic.
As a result, an electronic information resource was formed, which serves to develop the
professional competence of foreign language teachers, and its use was achieved to increase the
effectiveness of the educational process.
Based on these tasks, the improvement of information and methodological support, which
serves to develop the professional competence of teachers of foreign languages, and its use to
increase the effectiveness of the educational process, closely helps to independently master
retraining and advanced training courses for teaching staff. At the same time, the development of
expanded methodological support using modern online technologies that serve to improve the
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pedagogical development of a software platform and information and methodological support for
the regular development of foreign language knowledge, skills and qualifications of teachers,
improving the effectiveness of the system of independent teaching and evaluation, studying pan-
European competencies in the field of foreign language proficiency among teachers, one of the
The development of supply resources is an important task, which are the basis for mastering the
learning and Assessment requirements (CEFR). The strategy of action on the five priority areas of
development of Uzbekistan mentions as one of the priorities “Further improvement of the system
of continuing education, increasing the possibilities of providing high-quality educational services,
training highly qualified personnel in accordance with the modern needs of the labor market.”
Also, the implementation of measures aimed at achieving a specific goal "strengthening the
material and technical base of educational institutions within our competence through
construction, reconstruction, major repairs, providing them with modern educational and
laboratory equipment, computer equipment and teaching aids" is highlighted in Sifti as one of the
priorities.
The development of professional competence in the field of foreign languages among
teachers has its own characteristics, which will directly depend on the conditions of studying the
culture of the people whose language is being studied and maintaining constant communication in
this language, starting with the material and technical base of educational institutions, and differ
from the issues of improving the professional competence of teachers in other areas. This implies
a special approach to the issue of priority development of this area. The role of modern information
and communication technologies, which is especially important in solving this problem, is great.
Therefore, the teaching staff must have certain knowledge, skills and competence in the work,
analysis, and use of information based on the application of this technology in their activities.
It is based on the introduction of modern information and communication technologies into
the educational process in the training and professional development courses of pedagogical
personnel, as a prerequisite for the development of professional activities of teachers on the basis
of the creation of an information and methodological support system that serves to improve the
full competence of teachers in the Russian language.
Based on the author's approach to grouping and systematizing the concepts of "competence",
"competence", "professional competence", "pedagogical competence", taking into account the
peculiarities of mastering a foreign language, the following definition of the concept of
professional. it was given to the competence of a teacher in the Russian language: “professional
competence of teachers in the Russian language is an indicator of quality, its professional
knowledge of the Russian language, qualifications and skills, personal qualities, setting goals and
objectives in teaching activities, Development and decision-making of a program of pedagogical
activity, professional training in the ability to use modern information and pedagogical
technologies".
References
1.Decree of the President of the Republic of Uzbekistan. On the strategy of actions for further
development of the Republic of Uzbekistan. Sobranie zakonodatelstva Respubliki Uzbekistan,
2017, 6 (766), p. 70.
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2. Decree of the President of the Republic of Uzbekistan No. 4732 of June 12, 2015 “On
measures to further improve the system of retraining and advanced training of senior and
pedagogical personnel of higher educational institutions".
3. Heathcjte H. 'A' Lavel AKT. – London: Cogan Page, 2000. – 371 p.
4. Hutmacher V. Yevropa uchun asosiy Kompetensiyalar // Bern simpoziumining hisoboti.
– Shveytsariya, 1996. 27–30 mart. - 15:00
5. Dalton-Puffer, C., 2007. Content and Language Integrated Learning (CLIL)dagi natijalar
va jarayonlar: Yevropadan joriy tadqiqotlar, in: Ingliz tilini o'qitishning kelajak istiqbollari. Karl
Vinter, Geydelberg.
CHALLENGES AND OPPORTUNITIES IN ONLINE LANGUAGE LEARNING
PLATFORMS
Qosimova Sevinch Vahobjon qizi,
O‘zbekiston davlat jahon tillari universiteti talabasi
Abstract:
The rapid advancement of technology has significantly influenced language learning,
particularly through online platforms. This paper explores the challenges and opportunities
associated with online language learning platforms. While these platforms provide accessibility,
flexibility, and diverse learning resources, they also present challenges such as lack of face-to-
face interaction, motivation issues, and digital literacy requirements. The study analyzes various
online learning tools, their effectiveness, and strategies to optimize their use. The findings suggest
that combining traditional and digital methods can enhance language acquisition and improve
learner engagement.
Key Words:
Online language learning, digital education, e-learning platforms, second language
acquisition, technology in education, challenges in e-learning, virtual language classrooms.
The rise of digital technology has significantly transformed language learning, making it
more accessible and flexible through online platforms. These platforms provide learners with a
wide range of interactive resources, allowing them to study at their own pace and convenience.
With the help of artificial intelligence, gamification, and virtual classrooms, students can now
practice listening, speaking, reading, and writing skills from anywhere in the world. However,
despite these advancements, online language learning platforms come with several challenges that
can impact the overall learning experience.
One of the main advantages of online platforms is their accessibility. Learners can engage
with materials at any time, eliminating geographical limitations and allowing education to reach a
global audience. The flexibility of online learning is particularly beneficial for individuals with
busy schedules, as they can customize their learning process according to their availability.
Additionally, these platforms provide diverse educational content, including video lessons, AI-
based tutors, and interactive exercises, catering to different learning styles.
However, the lack of direct human interaction remains one of the biggest drawbacks of
online language learning. In traditional classrooms, students can engage in real-time conversations
with teachers and peers, improving their speaking and listening skills through active participation.
Online platforms, on the other hand, often rely on pre-recorded lessons or automated feedback,
