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•
Start adapting existing materials.
Teachers are not required to create new
materials or resources for their UDL lessons. They can adapt existing materials
to make them more accessible to all students, including students with learning
disabilities in their UDL lessons.
Integrating UDL into classrooms can be a challenging process, but it is a
rewarding task. By implementing multiple means of representation, multiple means of
engagement, and multiple means of action and expression, teachers can create a more
inclusive and engaging learning environment for all learners and students with learning
disabilities.
References
1.
K. Alisa Lowrey and Sean J. Smith, [2018], Including individuals with disabilities in UDL
framework implementation: Insights from administrators,
Inclusion
2.
Matthew T. Marino, PHD [2013], UDL in the middle school science classroom: Can video
games and alternative text heighten engagement and learning for students with learning
disabilities?
Learning Disability Quarterly
3.
Ok, M. W., Rao, K., Bryant, B. R., & McDougall, D. (2016). UDL in the Pre-K12 classroom:
A systematic review of research.
Exceptionality
,
4.
R. David Black, Lois A. Weinberg, Martin G. Brodwin California State University, Los
Angeles, [2015], Universal Design for Learning and Instruction: Perspectives of students with
disabilities in higher education,
Exceptionality Education International
5.
Tracey E. Hall, PhD, Nicole Cohen, EdD, Ge Vue, MEd, and Patricia Ganley, Med, [2014]
Addressing learning disabilities with UDL and Technology: Strategic reader
THE IMPORTANCE OF USING GAME TECHNOLOGIES IN TEACHING
EFL AT SCHOOL
Nuriddinova Yulduz
student
Uzbek State World Languages University
Abstract
Game technologies are increasingly being used in education as a way to engage students
and make learning more fun and effective. This is especially true in the teaching of foreign languages,
where games can be used to practice vocabulary, grammar, and pronunciation in a more natural and
interactive way
.
This article explores the importance of using game technologies in the teaching of
English as a foreign language (EFL) at school. It begins by discussing the benefits of using games in
the classroom, such as increased motivation, improved engagement, and better retention of
information. Furthermore, this work also discusses the challenges of using game technologies in the
classroom, such as the need for teacher training and the potential for students to become addicted to
Topical issues of language training
in the globalized world
231
games. Overall, this article highlights a comprehensive overview of the significance of utilizing game
technologies in the teaching of EFL at school.
Key words:
motivation, engagement, gamification, promotion, game-based learning,
anxiety.
Language studying is tough work, which is quite significant. Effort specifically
is required at every kind of second and must really be maintained over a pretty long
duration of time. Games really assist and really inspire pretty many rookies to definitely
sustain their interest and work in a subtle way. Games assist the trainer to particularly
create contexts in which the language definitely is beneficial and meaningful. The
freshmen choose to for all intents and purposes take phase and in order to specifically
do so must basically recognize what others mostly are kind of pronouncing or
particularly have written.
‘
Games particularly have been shown to kind of have
blessings and effectiveness in learning vocabulary in quite a number ways, or so they
for all intents and purposes thought. As children have different characteristics, they
cannot accept serious learning all the time. Furthermore, they will have some
difficulties as English is not their mother tongue and it is a new situation for them.
That
’
s why teachers should create friendly atmosphere through the games which are
thought to be significant and useful to young learners. Actually, games are essential
tools for teaching English to young learners. Because young learners do love playing
games, participating in activities. It
’
s scientifically proved that children learn faster
when they are physically active. Moreover, games contribute to improve social contact
and group work as they do activities in pairs. Choosing an appropriate game is also
indispensable to keep children in focus and let them have fun simultaneously. Using
games in classroom has many benefits, but teachers need to consider which games to
use, when to use them, how to link them up with the lesson more specifically. The key
to a successful language game is that the rules are clear and the game must be fun.
Games have many advantages for both language teachers and its learners. They support
learning the target language when learners are involved in the games and have fun
without noticing that they are learning the target language, and furthermore it is a
Topical issues of language training
in the globalized world
232
pleasure for the teacher that the educator presents the language in an enjoyable
atmosphere which makes the job powerful.
Games are one of the most important components in EFL classrooms. They
include activities which have goals and rules at the same time fun. Hadfield (1990)
describes games as “an activity with rules, a goal and an element of fun.”
As Hadfield description about game, the game is an activity with rules, a goal,
and an element of fun. There are two kinds of games: competitive games, where players
or teams race to reach the goal first, and cooperative games, where players or teams
work together towards a common goal. To play a game is to engage in activity directed
towards bringing about a specific state of affairs, using only means permitted by
specific rules. The means permitted by the rules are more limited in scope than they
would be in the absence of the rules, and the sole reason for accepting such limitation
is to make possible such activity.
Games are always fun for the learners so they attract their interest unlike the
ordinary lessons. The learners both learn the language and have fun in the classroom
with the help of the games. Even shy and reluctant children react positively to them
(Mei & Yu-Jing, 2000). This increases the motivation of the children because they play
as an alternative solution which encourages pupils to keep their interest on the lesson
and continue working. By this way, they reduce the stress of learning another language
(Mei & Yu-jing, 2000). In EFL classrooms, games provide many advantages for
promoting learning the target language.
One of the advantages associated with games is that pupils
’
anxiety towards
language learning decreases as games are employed. In language classes, learners
assume that they have to be successful in the target language that they do not know. In
addition to this, learners fell much anxiety because of being criticized and punished by
their teacher when they make a mistake. At this point games come to the stage since
they reduce anxiety, increase positive feelings and improve self-confidence because
there is no fear of punishment and criticism for learners when they are practicing the
target language freely (Crookal, 1990).
Topical issues of language training
in the globalized world
233
Game-based gaining knowledge of (GBL) can also be an instructing strategy
that kind of makes a distinction understudies particularly analyze unused substance or
competencies or work out historic ones through fairly unique perspectives of an
amusement, contrary to popular belief. Game-based getting to mostly know basically
is a mastering approach specifically designed to guide the gaining knowledge of
technique so that the mastering atmosphere will basically become fascinating and fun
in a subtle way. According to Saputra (2021) the development of game-based gaining
knowledge of for the most part is in a position to literally create an enjoyable getting
to essentially know environment, motivate and actually expand inventiveness, really
contrary to popular belief. Game-based studying may want to really be interesting
decision that can basically be used by using teachers to amplify scholar motivation in
learning in a particularly big way.
Learners involve in the games actively, so games are called learner-centered
activities. Through games learners
’
and teachers
’
roles are changed and teacher
encourages learners to participate actively in their learning. As a result, games give a
chance to learners to take responsibility for their own learning. From an instructional
view point, creating a meaningful context for language use is another advantage that
games present. By using games, different contexts can be created by teachers that allow
learning unconsciously because the attentions of the learners are not on the language,
on the message. As a result, when their focus is on a game as an activity, learners
acquire the target language as they acquire their mother tongue, that is, without being
aware of it (Cross, 2000).
Gamification is a doable strategy used to literally enhance motivation and
engagement in programming training amongst pupils in an actually major way.
However, for all intents and purposes computerized evaluation capabilities, which are
necessary for giving children very quick and very correct feedback, for all intents and
purposes are regularly missing in currently reachable gamification technologies in a
subtle way.
The role of gamification in enhancing learner
’
s engagement and motivation
Topical issues of language training
in the globalized world
234
The purpose of game-based learning is to motivate or incentivize pupils to
engage in learning activities more than they might otherwise. Game-based learning
activities often involve giving pupils rewards as motivation, such as extra credit points
or some type of special privilege. These types of learning activities are often chosen as
an alternative to more traditional classroom activities and assignments. Game-based
learning can be defined as lessons which are competitive, interactive, and allow the
learner to have fun while gaining knowledge. The best game-based learning has three
main elements. The first element is competition. This need not be against another pupil
or the teacher.
In addition to the motivation that dimensions of a gamified experience can give
to a pupil, engagement toward topic and method are influenced. Engagement can be
quantified in many ways, which is reflected in several of the studies indicating
engagement using elements of gamification.
Twenty years ago, the methods of teaching changed in a way to make relevant
the information of a new generation of pupils. Ten years later the education shifted
again to include the children of the previous generation. Education has shifted socially,
economically, and systemically since the advent of the previous generation
’
s
conception. The new generation of pupils is growing up in a
“
world of games and
game-based learning
”
(Schwartz, 2013). As Banas and Polly (2016) state that,
“
the part
that is being overlooked, particularly in our field, is the concept of games-as-work.
More and more people are becoming professional gamers - building avatars or game
characters of sorts and selling these for real money or bitcoins
”
. Engaging in the
application as well as the creation of online games and gamified lessons creates a new
precedent encouraging motivation through gamification if not new or alternative ways
of education (Banas & Polly, 2016).
Curriculum is then impacted by the motivation presented in the first two
positions. Studies within the research posited evidence that learner motivation, when
used in tandem with a well-defined gamified system, require more data for the
inclusion or exclusion of possible significant impact.
“
To properly understand the
Topical issues of language training
in the globalized world
235
impact (positive or negative) and implications of using gamification in educational
contexts there is a need for more research and empirical data
”
(Durelli, Reis, & Isotani,
2014).
Game-based learning in education is an approach to learning in which aspects
of games are inherent in the learning activities that are used to teach pupils about a
variety of topics. They are competitive and encourage pupils to interact with each other
by using entertainment as a learning tool. This type of learning often involves materials
and activities in which pupils are put on separate teams and they compete in adherence
to specific rules or expectations. For example, a teacher might divide a class into two
teams to stage a spelling competition where pupils are awarded points every time
someone on each team spells a vocabulary word correctly. The teams can earn more
points for more difficult words, and the team with the most points at the end of the
class is declared the winner.
References
1.
Croocall.D (1990). Simulation, gaming and language learning. Oxford.
Retrievedfrom
https://www.researchgate.net/publication/333381010_Simulation_Gamin
g_and_Language_Learning_Edited_by_David_Crookall_Rebecca_Oxford
2.
Gozcu, E. & Caganaga, C., K. (2016). The importance of using games in EFL classrooms.
Cypriot Journal of Educational Science. 11(3), 126-135.
3.
Hadfield (1990). Games in the ESL and EFL class. Khon Khaen, Thailand. Retrieved from
http://iteslj.org/Techniques/Deesri-Games.html
4.
Jennifer Banas, Drew Polly. (2016). Instructional Design and Technology trends in
Teaching Education.
5.
Simone de Sousa Borges, Vinicius H. S. Durelli,Helena Macedo Reis,Seiji Isotani. (2014).
A Systematic Mapping on Gamification Applied to Education. University of São Paulo
(ICMC)
–
USP São Carlos, SP
- Brazil.
DEVELOPING SPEAKING SKILLS APPLYING TASK-BASED
LEARNING TO B1 LEVEL STUDENTS
O‘
razova Maftuna
student
UzSWLU
Scientific advisor: D. Kattaboyeva
teacher
UzSWLU
