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EXPLORING THE IMPACT OF ONLINE LANGUAGE PLATFORMS ON
TEACHING GRAMMAR SKILLS AMONG B2 LEVEL ESL LEARNERS
Yusupova Takhmina,
Student
UzSWLU
Scientific advisor: Satibaldiyev Erkinjon
Abstract
The study investigates the effectiveness of online language exchange platforms in enhancing
grammar skills among B2-level students. The relevance of this research lies in the growing popularity
of online language exchange platforms and technology in general that provides authentic practice
and interactive environments in the classroom. Implementation of online platforms instead of
traditional methods allows to attract students
’
attention to the lesson and increase motivation.
Incorporating evidence from conducted experiments, questionnaires, and interviews this study
demonstrates that online exchange platforms improve students
’
participation and comprehension in
teaching grammar skills. It argues for the convenience and accessibility of online platforms. The
study revealed the possibility of creating group learning tasks, such as composing dialogues, quizzes,
presentations and other joint tasks. In general, the influence of modern online resources on the
development of students
’
general language skills, in particular grammar, was confirmed, as well as
the opportunity to immerse themselves in the current technological era.
Key words:
interactive learning,
authenticity, concentration, digital tools, distance learning,
electronic portfolios, web-based access, software.
Topical issues of language training
in the globalized world
371
INTRODUCTION
After experiencing a major disruption in education due to the COVID-19
pandemic, the use of technology in learning has undergone a significant
transformation. This experience has left its mark, and over the past few years, the use
of technology in the learning process has increased significantly. Li (2021) in his work
claimed the following: “An o
nline learning platform is a web-based access and a
software system that provides comprehensive services for distance teaching and
learning through two-
way multimedia communication networks”. Moreover, digital
platforms are not solely confined to remote education but are also integrated into
traditional classrooms to foster interactive learning experiences.
LITERATURE REVIEW
The integration of online language platforms has revolutionized the landscape of
language teaching and learning. These platforms offer a dynamic and interactive
approach to language acquisition, allowing learners to engage with diverse resources
and multimedia materials (Amin & Paiman, 2022). Through virtual classrooms and
interactive exercises, students can practice language skills in real-life scenarios,
fostering a more immersive learning experience. The flexibility of online language
platforms enables learners to tailor their study schedules to individual preferences,
accommodating various learning styles (Lai et al., 2014). Additionally, these platforms
often incorporate features such as instant feedback and assessment tools, facilitating
personalized learning journeys. In the digital era, the importance of online platforms
will only increase. Online platforms already have capabilities that far exceed formal
education. This means that the influence of content distributed online will play an
increasingly significant role in socialization, acquisition of competencies, and
education throughout life.
The first online platforms for language learning emerged in the early 1990s, with
the advent of the World Wide Web (Joksimovic, Kovanovic and Gasevic; 2015). These
early platforms were primarily text-based and offered a limited range of features, such
as vocabulary lists, grammar explanations, and interactive exercises. However, they
Topical issues of language training
in the globalized world
372
quickly gained popularity as they provided a convenient and affordable way for people
to learn languages at their own pace. It is important to note that online platforms gained
great popularity during the spread of the Covid-19 (2020). The whole world was
isolated and teachers tried to maintain the quality of teaching using online tools.
The online teaching platform is a major application of information-based
education (Zhang, 2019). The online platform for teaching foreign languages is
designed with the aim of offering a more engaging educational experience for both
teachers and students. This design addresses the limitations found in traditional
platforms, such as insufficient classroom resources and restricted teaching hours. It
enables students to preview content before classes, review materials after sessions, and
stimulate their interest in learning through a wealth of teaching resources.
Consequently, despite the online learning evolution, learning online possibly
will not be appropriate for each learner (Bouhnik & Carmi, 2013). However, despite
the rapid growth of online learning applications in the academic sphere, insufficient
attention has been given to understanding learners
’
prior backgrounds and experiences
with online education. The students
’
background in relation to online learning plays a
vital role in this context. This study also mentions such implementation challenges as
a lack of qualified instructors, inadequate infrastructure and facilities, as well as
students
’
readiness and resistance to embracing online learning platforms and Learning
Management System (LMS) tools as educational resources.
Osipov et al. (2014) in their study claimed that despite all grammar knowledge
in college, students are lacking real-life interactions with native speakers to increase
their spoken language skills. Finding native speakers is a rather difficult task that
requires a lot of time and resources. In this case, online platforms provide students and
teachers with the opportunity to communicate over long distances. Chat rooms, forums,
and conversation partner search encourage practice and exchange of experience, while
feedback and game elements stimulate motivation and develop oral communication
skills. Osipov, Nikulchev, et al. (2015) in further studies also emphasize that verbal
Topical issues of language training
in the globalized world
373
means of communication are formed by all kinds of speech activity, which can be
developed and applied during foreign language learning.
Digital platforms are not solely confined to remote education but are also
integrated into traditional classrooms to foster interactive learning experiences.
Modern individuals, immersed in a technology-centric world, students are often
regarded as digital natives (Partnership for 21st Century Learning, 2009).
Consequently, they are anticipated to possess competencies in information, media, and
technology. These include abilities such as accessing and critically assessing
information, proficiently utilizing and organizing data, and interpreting media content.
Educators should cultivate an inclusive classroom environment conducive to 21st-
century teaching and learning methods (Cakrawati, 2017). Since the 21
st
century
involves the engagement of students in collaborative work, teachers should integrate
technologies with content and pedagogy.
Currently, online educational platforms have swiftly emerged and evolved,
prompted by opportune circumstances (Shen & Jian-Li, 2022). The various online
education platforms represented by MOOC (Massive Open Online Courses) have
gained significant popularity among scholars and students. Nevertheless, for an
effective teaching process, it is important to be able to choose the appropriate platform.
Daniela and Rūdolfa (2018) claimed that, while evaluating online learning platforms,
it is crucial to consider the structure, course content, community support, and pricing
to find the best fit, whether learning or teaching. The structure of a platform influences
the learning experience, while diverse course content ensures comprehensive learning
opportunities. It
’
s essential to balance these factors to optimize learning or teaching
experience.
While the application of game mechanics in online educational settings is still a
relatively unexplored territory, there is a rising interest in leveraging online platforms
as tools for gamification to tackle the issue of limited learner engagement (Hansch et
al., 2015). Additionally, online gamification is being considered as a means to address
technical constraints by encouraging early assignment submissions, thus alleviating
Topical issues of language training
in the globalized world
374
peak loads around deadlines. Furthermore, it can be utilized to incentivize students
with access to exclusive content, such as virtual learning environments with bandwidth
limitations, or the ability to exchange virtual points for credits in a corporate online
store. This multifaceted approach aims to enhance participation and motivation within
online learning environments while addressing practical challenges. Gamification
elements should enhance the overall user experience, guiding users through content in
a cohesive, intuitive, and captivating manner. Interviewees emphasized the importance
of ensuring smooth navigation while minimizing distractions in gamified platforms.
In conclusion, the significance of language, particularly English, in today
’
s
globalized world cannot be overstated. The integration of online language platforms
has undoubtedly changed the way languages are taught and learned, opening up many
opportunities and challenges. These platforms provide students with a dynamic,
interactive, and flexible experience, at the same time allowing them to use a variety of
resources.
RESEARCH METHOD
The main goal of this research is to investigate and analyze the impact of online
language exchange platforms and language learning apps on ESL students
’
proficiency
in Uzbekistan, aiming to identify the effectiveness of these digital tools in enhancing
language skills, specifically grammar.
Research questions:
1.
What are the perceived benefits and challenges of using online language
platforms for teaching grammar skills among B2 level ESL learners?
2.
How do online language platforms compare to traditional classroom instruction
in facilitating grammar skill development among B2 level ESL learners?
3.
What specific features or aspects of online language platforms contribute most
effectively to the improvement of grammar skills among B2 level ESL learners?
4.
To what extent do learners actively engage with online language platforms
outside of formal instruction, and how does this independent usage impact their
grammar proficiency?
Topical issues of language training
in the globalized world
375
5.
What are the attitudes and perceptions of ESL teachers towards integrating
online language platforms into their teaching of grammar skills to B2-level
learners?
Hypothesis:
Participation in online language exchange platforms and regular usage of
language learning apps positively impact ESL students
’
grammar compared to
traditional classroom instruction, as the interactive and personalized nature of these
digital tools facilitates more engaging and tailored language learning experiences.
Objectives:
•
To evaluate the usage patterns and frequency of online language exchange
platforms and language learning apps among ESL students.
•
To access the perceived effectiveness of online language exchange platforms
and language learning apps in improving various language skills, particularly
grammar, among ESL students.
•
To investigate the factors influencing ESL students
’
selection and usage of
specific online language exchange platforms and language learning apps.
•
To identify best practices and recommendations for optimizing the use of online
language exchange platforms and language learning apps to enhance ESL
students
’
language learning outcomes.
•
To analyze the impact of online language exchange platforms and language
learning apps on ESL students
’
overall language proficiency levels compared to
traditional language learning methods.
Subject:
The experiment was conducted in an EFL class among 20 students with a B2
level of English proficiency.
Methods:
The study used a mixed-method design to collect data on the impact of online
language exchange platforms and language learning apps on the English grammar
proficiency of B2-level students.
Topical issues of language training
in the globalized world
376
At the beginning of the study, to obtain quantitative data, a questionnaire was
developed and distributed to participants. This closed-ended questionnaire aimed to
gather quantitative insights into their utilization of specific online platforms and
applications, to determine their frequency, and to identify the most preferred types
among them.
The study collected qualitative data through classroom observations aimed at
assessing the integration of online platforms in ESL classrooms. These observations
focused on examining students
’
participation in interactive group activities and their
involvement in the lesson proceedings. In addition to classroom observations, the
research employed semi-structured interviews with teachers to gain insights into their
perspectives on the effectiveness of the online platforms.
Materials:
In this qualification paper, the data was collected by conducting questionnaires
and interviews among students and teachers in inclusive classes.
RESULTS& DISCUSSIONS
This study aimed to investigate the impact of online language exchange
platforms on the proficiency of ESL students. To achieve this, a two-week experiment
was conducted with a group of 10 students at the B2 level. The methods employed in
this experiment were designed to comprehensively explore the students
’
engagement
with online language platforms and their resulting proficiency gains.
Over two weeks, participants in the experimental group demonstrated a notable
increase in their language proficiency levels compared to those in the control group.
This observation suggests that active participation in online language exchange
platforms indeed contributes positively to the enhancement of ESL students
’
language
skills.
Throughout the experiment, both qualitative and quantitative data collection
methods were employed. Pre- and post-assessments were conducted to measure
participants
’
language proficiency levels before and after the intervention, providing
valuable insights into any observed changes.
Topical issues of language training
in the globalized world
377
Overall, the level of language proficiency and general fluency of students in
English classrooms have been significantly improved.
A scale for assessment
Section 1
7 points
Section 2
3 points
Section 3
5 points
Total:
15 points
Pre-test:
Statistics of Control group:
1.
Mean: 10,8
2.
Mode: 13- unimodal
3.
Median: 12
Statistics of Experimental group:
1.
Mean: 11,2
2.
Mode: 12- unimodal
3.
Median: 12
Control group
№
Name:
Points:
1 Student- Mokhinur
13
2 Student- Navruza
13
3 Student- Dilbaroy
12
4 Student- Shorofat
10
5 Student- Shohmalik
6
Total points:
54
Experimental group
№
Name:
Points:
1 Student- Mushtariy
12
2 Student- Evelina
12
3 Student- Camilla
12
4 Student- Jaloloddin
10
5 Student- Nurgul
10
Total points:
56
Topical issues of language training
in the globalized world
378
The pre-test was conducted with two groups of 5 students, with the
experimental group demonstrating superior performance. This test was administered in
the form of printed handouts, where students had to complete three grammar tasks
through reading and analyzing text. In the control group, 40% of students achieved the
highest score, obtaining 13 out of 15 correct. Conversely, in the experimental group,
60% of students scored 12 out of 15 correct. Consequently, the experimental group
outperformed, with an average score of 11,2.
Post-test:
13
13
12
10
6
10,8
1
3
5
7
9
11
13
15
Student 1
Student 2
Student 3
Student 4
Student 5
Average
Pre-test Results of Control group
Student 1
Student 2
Student 3
Student 4
Student 5
Average
12
12
12
10
10
11,2
1
3
5
7
9
11
13
15
Student 1
Student 2
Student 3
Student 4
Student 5
Average
Pre-test Results of Experimental group
Student 1
Student 2
Student 3
Student 4
Student 5
Average
Topical issues of language training
in the globalized world
379
Control group
№
Name:
Points:
1 Student- Mokhinur
12
2 Student- Navruza
12
3 Student- Dilbaroy
11
4 Student- Shohmalik
10
5 Student- Shorofat
10
Total points:
55
Experimental group
№
Name:
Points:
1 Student- Camilla
14
2 Student- Evelina
14
3 Student- Mushtariy
13
4 Student- Jaloloddin
12
5 Student- Nurgul
11
Total points:
64
Statistics of Control group:
1.
Mean: 11
2.
Mode: 12, 10- bimodal
3.
Median: 11
Statistics of Experimental group:
4.
Mean: 12,8
5.
Mode: 14- unimodal
6.
Median: 13
0
2
4
6
8
10
12
14
Student 1
Student 2
Student 3
Student 4
Student 5
Average
12
12
11
10
10
11
14
14
13
12
11
12,8
Comparison of Post-test Results of Control and Experimental
groups
Control group
Experimental group
Topical issues of language training
in the globalized world
380
The results of the experiment proved that the use of online platforms and
applications effectively affects language proficiency in ESP classes, while
simultaneously increasing motivation and interest in the learning process among
students.
Furthermore, the results of the post-test proved the effectiveness of online
platforms, since the experimental group showed high results in comparison with the
control group. The experiment also proved that online platforms increase students
’
interest and attention in the classroom.
According to a survey conducted before the start of the experiment, students
found learning grammar to be a boring and exhausting process. Moreover, the overall
result of both groups was low for level B2. Towards the end of the experiment, another
seven-structured interview was conducted with students, as a result of which 80% of
students agreed that online platforms have a positive effect on the learning process,
making it more interactive.
The experiment faced several obstacles despite its positive outcomes. One
challenge was the limited number of participants, as a larger student cohort is necessary
to foster group learning and competitiveness. Additionally, students frequently lacked
internet access due to poor Wi-Fi connectivity at the university, which posed further
complications during the experiment. The most notable limitation, however, was the
timing constraints of the experiment.
CONCLUSION
In conclusion, our study sheds light on the promising role of online language
exchange platforms in improving grammar skills among B2-level ESL learners. In the
digital age, these platforms offer dynamic, interactive, and flexible avenues for
language acquisition, fostering engagement and personalized learning experiences.
Our findings underscore the effectiveness of integrating online tools into language
education, particularly in enhancing students
’
participation and comprehension. By
employing the power of technology, educators can create immersive environments that
captivate learners and cater to diverse learning styles. Moreover, our research
Topical issues of language training
in the globalized world
381
highlights the convenience and accessibility of online platforms, breaking down
barriers to language learning and promoting inclusivity. Moving forward, it
’
s crucial
for both educators and learners to embrace the opportunities afforded by digital
resources, utilizing them to maximize language proficiency and fluency. As we adapt
to evolving educational landscapes, online language platforms stand as valuable tools
in empowering ESL learners to confidently navigate the complexities of grammar and
communication in today
’
s interconnected world.
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