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communities, linguistic borrowing, and the rapid spread of linguistic innovations
highlight the dynamic nature of language contact in the digital age.
Researchers, educators, and policymakers must adapt to these evolving
dynamics by embracing a nuanced understanding of language contact in the digital era.
By leveraging digital technologies and fostering inclusive linguistic practices,
stakeholders can promote greater linguistic diversity, cultural exchange, and mutual
understanding in an interconnected world.
Furthermore, it is crucial to recognize the potential challenges and complexities
associated with internet-mediated language contact, such as linguistic homogenization,
digital divides, and the spread of misinformation. By addressing these challenges
proactively and promoting digital literacy and linguistic diversity, stakeholders can
mitigate potential risks and maximize the benefits of language contact in the digital
age.
In summary, the impact of internet and social media on language contact is profound
and multifaceted, shaping the way languages interact and evolve in an increasingly
interconnected world (Saidova M.S.;2023) By embracing these changes and adapting
linguistic frameworks to the digital milieu, stakeholders can foster a more inclusive,
dynamic, and resilient linguistic landscape for future generations.
References
1.
Crystal, D. (2006). Language and the Internet. Cambridge University Press. pp. 210
–
230
2.
Androutsopoulos, J. (2014). Digital discourse: Language in the new media. Oxford
University Press. p.46-48
3.
Pennycook, A. (2010). Language as a Local Practice. Routledge. p.122
4.
Mukhamedova, N. A. “The role of modality contamination and negation in the
interrogative sentence”. Novainfo. Ru, (130), 59
-61.
5.
Saidova Mamura Suleymanovna.
“
The concept of function and context within the
framework of the communicative approach”. (2023).
Western European Journal of
Historical Events and Social Science
,
1
(3), 46-48.
IMPROVING STUDENTS
’
SPEAKING SKILL THROUGH VIDEO
RESOURCES FOR B1 LEVEL STUDENTS
Norbayeva Shahnoza
student
Uzbekistan state world languages university
Topical issues of language training
in the globalized world
221
Abstract
This research delves into how video resources can be used to boost the speaking skills of
young learners, examining both their benefits and drawbacks. Its aim is to explore the various factors
that influence speaking ability, such as language, cognition, and socio-cultural factors, in order to
better understand how to improve oral communication skills. This understanding is particularly
important in educational settings, where speaking proficiency is closely linked to academic success
and future career prospects. The article highlights the importance of video resources in enhancing
English speaking skills, emphasizing their role in not only teaching new concepts but also keeping
students engaged and facilitating language learning. The study focused on B1 level learners in grade
8, consisting of 30 English additional language students. One grade 8 class was selected, with 15
students assigned to an experimental group and the remaining 15 to a control group. Over a period
of 10 days, the experimental group received English as a second language instruction supplemented
with various video materials aimed at improving their speaking proficiency on a daily basis.
Following a re-test administered to all students in both groups, a significant difference in mean scores
was observed between the control and experimental groups. The experimental group demonstrated
superior performance, with a higher knowledge percentage attributed to their enhanced speaking
proficiency resulting from the adoption of innovative instructional methods, particularly video-based
language exercises.
Keywords:
English, second language, interactive activities, experimental group, control
group.
In the world of language learning, becoming fluent in spoken English marks a
significant achievement, enabling effective communication and fostering cross-
cultural connections. For B1 level English learners, the journey from understanding to
confident speaking often poses a significant challenge. However, in today
’
s digital era
rich with multimedia resources, incorporating video content has emerged as an
engaging approach to improving speaking skills. In this article, we explore how tailored
video resources can transform learning for B1 level students. From interactive activities
to real-life scenarios, we examine how videos can be invaluable tools for boosting
fluency, expanding vocabulary, and building speaking confidence. Join us as we unlock
the path to spoken fluency, empowering B1 level learners to navigate English
conversation with ease and confidence. The importance of learning foreign languages,
particularly English, has grown significantly. Educators are now utilizing engaging
methods like interactive games, videos, and innovative techniques to cater to diverse
learners and make language learning more enjoyable. Videos, in particular, have
proven to be effective in boosting student engagement. Strong speaking skills are
crucial for success in various aspects of life, including personal, academic, and
Topical issues of language training
in the globalized world
222
professional spheres. The ability to communicate effectively through spoken language
is highly valued, often reflecting an individual
’
s intelligence, confidence, and social
skills. Therefore, understanding how to develop and enhance speaking ability is
essential. The rise of digital communication tools has sparked interest in how
technology can improve speaking skills. These tools offer numerous opportunities for
spoken communication, although often in a technology-mediated environment. This
raises questions about the impact of such communication on speaking ability and
whether it presents challenges or opens doors to new ways of developing oral
communication skills. Moreover, studying speaking ability extends beyond individual
performance to encompass the dynamics of group interactions. Effective
communication within groups requires specific skills such as turn-taking, active
listening, and adapting to different communication styles. Understanding these
dynamics is vital for successful collaboration and communication in various social and
professional settings.
Literature review.
Improving speaking skills is essential for language learners, especially at the
B1 level, where students are transitioning from basic to intermediate proficiency. Using
video resources to enhance speaking skills has gained popularity in language teaching
due to the engaging and dynamic nature of this medium. In their study,
“
The Use of
Video in Foreign Language Teaching: A Case Study,
”
Balbuena and García (2020)
found that utilizing videos in language learning can significantly enhance students
’
speaking ability. The researchers noted that videos provide real-life language
examples, contextualized conversations, and visual cues that facilitate language
comprehension and production. Similarly, Worsnop and Kang (2016) conducted a
study on the role of video-based instruction in improving speaking skills, particularly
at the B1 level. Their research demonstrated that students exposed to video resources
showed improvement in pronunciation, fluency, and confidence in speaking. The
interactive and visual nature of videos helped learners internalize the language patterns
and structures, leading to more proficient speaking performance.
Topical issues of language training
in the globalized world
223
Moreover, Lee and Lee (2018) explored the effectiveness of video-based
speaking activities for B1 level learners. They found that incorporating video materials
into speaking tasks not only increased students
’
motivation and engagement but also
improved their oral communication proficiency. The researchers emphasized the
importance of selecting authentic and culturally relevant video content to enhance
students
’
speaking skills effectively.
Speaking skill is an essential and valuable skill to have in both professional and
personal settings. When it comes to professional settings, having strong speaking skills
can help individuals to clearly and effectively convey their ideas, thoughts, and
expertise to their colleagues, clients, and superiors. It can also aid in delivering
successful presentations, leading team meetings, and engaging in negotiations. Being
a strong speaker can ultimately help individuals to advance in their careers and
establish themselves as competent and confident professionals.
Research method
In contemporary pre-intermediate English instruction, the utilization of
interactive and immersive videos has emerged as a promising strategy to students
’
language skills. These videos, often presented in the form of short videos, provide a
dynamic avenue for speaking abilities within English lessons. Their effectiveness
stems from their ability to captivate students
’
attention, thereby rendering language
learning both engaging and accessible. A significant advantage of incorporating videos,
particularly cartoons, lies in their potential to ignite students
’
passion for language
acquisition. By integrating visually stimulating content, educators can address potential
obstacles and foster confidence in students
’
speaking and cognitive capabilities.
Tailoring topic selections to students
’
interests further bolsters their engagement and
motivation.
Post-viewing, students partake in discussions where they not only decipher new
vocabulary but also collaborate to fully grasp the content. Through crafting dialogues
inspired by the video, students deepen their comprehension and strengthen their
speaking skills. Additionally, employing group strategies enhances the interactive
Topical issues of language training
in the globalized world
224
learning experience. By organizing students into groups and assigning varied topics,
educators stimulate healthy competition among peers. Recognizing and rewarding
high-performing groups acts as a catalyst for overall advancement, inspiring all
students to actively engage and excel.
Supplementing video-based activities, games serve as invaluable resources for
meaningful English lessons. These games not only reinforce language concepts but
also infuse enjoyment and enthusiasm into the learning process, ensuring that education
remains stimulating and effective.
Results
.
In this study, two groups, the experimental and control groups, consisted of B1
level Grade 8 students, with 15 students in each group. The tests included 15 multiple-
choice questions, each worth 2 points, totaling a maximum score of 30 points per
student and 450 points for the entire test. Analysis showed a significant difference
between the pre- and post-tests, indicating improved speaking ability after
implementing a new method involving video imitation.
General findings
RESULT
PERCENT
PROGRESS
MEAN
PRE
TEST
222
18%
222
61.66
POST
TEST
308
26%
308
85.55
The experimental group experienced a notable improvement, with a 222-point
increase, representing an 18% rise. The average score in the pre-test was 61.66, which
rose to 85.55 in the post-test, demonstrating the effectiveness of the video imitation
approach in enhancing speaking skills. Conversely, the control group showed a
progress of 308 points with an average score of 85.55%.
This study aims to provide a thorough understanding of speaking ability,
considering individual and group performance as well as cultural influences. By
Topical issues of language training
in the globalized world
225
examining the impact of technology on oral communication, it seeks to offer valuable
insights applicable to educational, professional, and societal settings. Ultimately, the
findings aim to guide the development of strategies for improving speaking ability and
promoting meaningful communication across various contexts.
Conclusion
In conclusion, this study highlights the pivotal role that videos play in
bolstering listening and speaking skills among young ESL learners. The research
underscores the effectiveness of well-structured video-based activities in not only
improving language proficiency but also enhancing memory retention and cognitive
abilities. By customizing video content to match students
’
age and comprehension
levels, educators can create dynamic and engaging learning experiences that cater to
diverse learning needs. However, it
’
s imperative to not only integrate modern teaching
methodologies but also to invest in continuous teacher development and access to
contemporary educational resources. Embracing innovative pedagogical approaches
and leveraging technological advancements are essential steps towards equipping the
younger generation with the linguistic proficiency necessary for their future endeavors.
Ultimately, the implementation of these strategies holds the promise of not only
fostering individual success but also contributing to the broader societal and economic
development.
References
1.
Asensio, & C. Young (Eds.), Click and go video. Video streaming
—
a guide for
educational development. The JISC Click and Go Video Project, (pp. 10-19).
2.
Cakir, I. (2006). The use of video as an audio-visual material in foreign language teaching
classroom. TOJET: The Turkish Online Journal of Educational Technology, 5(4).
3.
Canagarajah, S. (2006). Changing communicative needs, revised assessment objectives:
Testing English as an international language. Language Assessment Quarterly: An
International Journal, 3(3), 229-242.
4.
Canning-Wilson, C. (2000). Practical Aspects of Using Video in the Foreign Language
Classroom. The Internet TESL Journal, Vol. VI, No. 11, November 2000. Retrieved May
17, 2016 from http://iteslj.org/Articles/Canning-Video.html
5.
Jauregi, K., & Bañados, E. (2008). Virtual interaction through video
-web communication:
A step towards enriching and internationalizing language learning programs. ReCALL,
20(02), 183-207.
Topical issues of language training
in the globalized world
226
6.
Nikitina, L. (2009). Student video project as a means to practice constructivist pedagogy
in the foreign language classroom. Jurnal Pendidik dan Pendidikan, Jil.(24), 165-176.
7.
Kamilovich, S. E. (2023). EXPLORING LINGUISTIC UNIVERSALS AND
TYPOLOGICAL PATTERNS: AN ANALYSIS OF THE COGNITIVE AND
CULTURAL FACTORS THAT SHAPE LANGUAGE STRUCTURES ACROSS
DIVERSE LANGUAGES. American Journal of Pedagogical and Educational Research,
10, 129-132.
8.
Satibaldieva,
N.
(2024).
CHALLENGES
AND
STRATEGIES
FOR
TERMINOLOGICAL CLARITY IN COMPUTER LINGUISTICS.
ОБРАЗОВАНИЕ
НАУКА И ИННОВАЦИОННЫЕ ИДЕИ В МИРЕ
,
38
(1), 166-168.
IMPROVING THE ENGAGEMENT OF STUDENTS WITH LEARNING
DISABILITIES IN STEM DOMAINS THROUGH USING UNIVERSAL
DESIGN FOR LEARNING
Normatova Solihabonu Nodirjon qizi
2
nd
year student of the third English faculty
UzSWLU
Scientific adviser: Shukurova Shohsanam Qakhramon kizi
Senior teacher
English language department of applied disciplines №3
UzSWLU
Abstract
Students with learning disabilities (LD) often encounter an array of barriers when they start
studying the field of science. Universal Design for Learning is a pedagogical framework that can
address all needs of students with learning disabilities. This article includes qualitative and
secondary data analysis to identify the potential benefits of UDL principles in improving the
engagement of students with learning disabilities in the field of STEM education. This scientific
research was conducted by analyzing scholarly articles regarding the implementation of the UDL
method to meet the needs of all students with diverse educational backgrounds. By checking and
analyzing several studies which have been carried out by professional researchers and pedagogues.
Keywords:
Universal Design for Learning, STEM education, inclusive learning, students
with learning disabilities (LD), pedagogical skills, science, pedagogical framework.
INTRODUCTION
Many students with LD face several problems in science, technology,
engineering, and mathematics (STEM) education during their academic development.
This phenomenon occurs due to several reasons, including limited instructional
diversity and science teachers with a lack of pedagogical skills for teaching students
