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tools apart from the visual teaching technique. Also, in order to achieve even more
better results, more time and effort may be needed.
In conclusion, this research provided positive outcomes, meaning that using
methods and approaches from the field of neuroscience can have benefits in EFL
classes once used properly.
References
1.
Cameron, Lynne. (2002). Teaching languages to young learners (Cambridge Language
teaching library). Cambridge, Cambridge University Press.
2.
Chambers, G. (1996). Listening. Why? How? Language Learning Journal 14.1, 23
–
27
3.
O‘
Malley, J. M., Chamot, A. U., & Kupper, L. (1989). Listening comprehension strategies in
second language acquisition. Applied Linguistics, 10(4), 418-437.
4.
Rubin, J. (1995). An overview to a guide for the teaching of second language listening. In D.
J. Mendelsohn, & J. Rubin (Eds.), A guide for the teaching of second language listening (pp.
7-11). San Diego, CA: Dominie Press, Inc.
5.
Suzanne, G. (2016). Research into practice: Listening strategies in an instructed classroom
setting. Cambridge: Cambridge University Press.
6.
Tompkins, Gail. (2002). Language arts: content and teaching strategies. 5th ed. New Jersey,
Pearson Prentice Hall
7.
Takaesu, Asako. (2017). TED Talks as an Extensive Listening Resource for EAP Students. In
Kimura, K and Middlecamp, J (Ed.), Asian-Focused ELT Research and Practice: Voices from
the Far Edge (pp. 108-126). Phnom Penh: IDP Education (Cambodia).
8.
Chambers, G. (1996). Listening. Why? How? Language Learning Journal 14.1, 23
–
27
INCORPORATING CURRENT EVENTS AND NEWS ARTICLES IN ESL
CLASSROOMS
Qabulova Iroda
student
Uzbekistan State World Languages University
Scientific supervisor: Akhmadullina Alina
teacher
Uzbekistan State World Languages University
Abstract
This paper is mainly based on improving language learners
’
reading comprehension with
the help of news-based articles taken from the newspapers. It also discusses the research findings
regarding to the students
’
performance during EFL classes.
Key words:
a news-based course, news media source, cognitive awareness, news stories.
Topical issues of language training
in the globalized world
261
In the field of Second Language (ESL) education, educators are constantly
seeking innovative methods to engage students and enhance language acquisition. One
effective strategy gaining traction is the incorporation of current news articles into ESL
classrooms. This approach not only improves language skills but also fosters a deeper
understanding of the world, encouraging critical thinking and cultural awareness. This
research paper is aimed at finding out advantages of using authentic current news
articles in ESL classrooms and how it can benefit students and teacher in fostering their
language proficiency.
The standard way of teaching students for a second language often fails to
cover the current issues and global events being happened around the world. Most of
the teachers usually stick to their curriculum textbooks and give detailed information
about certain units as well. Even students may be engaged during those classes and
doing well during exams. But it is the fact that those students who are good at school
curriculum books often make errors when it comes to speak in that language in
everyday situations. It is clear how important it is to use authentic materials such as
current event news articles during the classes in order to foster students
’
language
proficiency.
Current issues that involve different stakeholders are by nature meaningful
in that they generate multiple and competing answers. By including multiple informed
perspectives, current events are key to classroom discussions because students learn to
express themselves, challenge one another
’
s ideas, and revise their understandings
(Karon LeCompte, Brooke Blevins, and Brandi Ray, 2017). Making class discussions
about current events can help students to be productively engaged in the social and
political situations by giving their own ideas on certain issues. Furthermore, Gilmore
(2007) rightly warns that authentic material can come in many different forms and
“authentic” is not synonymous with quality or even appropriateness; indeed, authentic
materials ought to be carefully selected just as any other classroom material should be.
If the selected materials are too abstract or contain too many low-frequency words
Topical issues of language training
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262
(Widdowson, 1998), the resulting materials do not yield many benefits for students.
That said, authentic materials can promote cognitive awareness and lower affective
filters (Bacon & Finnemann, 1990) and present valuable learning opportunities as long
as high-challenge tasks are accompanied by high support (Mariani, 1997). Authentic
materials are real world materials carefully prepared and adapted to teach English
which include novels, films, newspapers, brochures, pamphlets, magazines and so on.
Nunan (19
99) defines authentic materials as, “Any spoken or written materials which
are not for pedagogical purposes”. Newspapers are also useful for the learners as well
as the teachers to reflect changes that take place in the language and they keep up pace
with such changes. Newspapers are linguistically up-to-date and provide latest
information with precious linguistic data and are used for a wide range of language
styles and text types which are very rarely found in the prescribed textbooks.
Newspapers also provide many variations in written English that is more important for
the learners to learn the language with a variety in their written English as the learners
get progress in their studies (Parupalli Srinivas Rao, 2019).
In this research, the main subjects were mainly university students studying
in two different groups with the same level of language comprehension (B2). Each
group consists of 15 students, one is experimental, the next is a control group. The
research tool which was used at the beginning of the experiment was an online survey
which consists of 10 questions. These questions are mainly based on finding out how
frequently students come across daily-news articles, do they like to read such articles,
which topics they are interested in reading news, and challenges they are facing in
doing reading tasks. According to the survey 80% of students are interested in reading
news articles but find it difficult to understand the authentic materials often. In the next
step, the author took a pre-test, to check students
’
overall comprehension in reading.
The pre-test consists of 40 questions such as multiple choice, matching heading,
matching information, gap-filling, summary completion. And the level of the test was
advanced, the same for each group. In order to evaluate students
’
comprehension,
scaling was used.
Topical issues of language training
in the globalized world
263
Score
Level
38-40
C2
30-37
C1
24-29
B2
18-23
B1
According to the pre-test results, the students
’
average reading comprehension
was 27 in each group. It was calculated with the approach median and mean which
means the students
’
average reading comprehension is in B2 level. For the
methodology part, materials were chosen from the famous magazine called New
Topical issues of language training
in the globalized world
264
Scientist (17
th
October 2020). Not random articles but those ones which could align
with the students
’
interests. One article for one lesson. The chosen article should be
adapted to some extend for the class, then it can easily catch students
’
attention.
Otherwise, once they come across with something very unordinary and challenging,
they may easily get bored and loose interest. That is why while designing the article
into an EFL class, different methods were applied such as visual materials, card games,
and so on. 4 lessons were conducted in total for both groups. For the experimental
group, news-based articles were used during each lesson, with illustrations on them.
And those articles were adapted to the class by selecting uncommon words and phrases
and urging students to deal with them, summary writing, detailed reading, making
notes and etc. For the control group, traditional way od teaching was used, that is to
say, using EFL based materials and tasks on them. When students from experimental
group were asked to answer the poll which was quite like giving feedback for the
general overview of the lessons, most of the students were positive about it.
According to the diagram, 82% of the students liked the lessons mostly and
10 % students said they were also satisfied, 5% were neutral and the remaining 3% said
they didn
’
t like the lessons at all. It might be obvious from the pie chart that nearly all
students found the lessons engaging and straightforward compared to the traditional
feedback by students
most satisfied
satisfied
neutral
not satisfied
Topical issues of language training
in the globalized world
265
way of teaching reading. They also mentioned that before they had thought the reading
tasks were just boring and difficult to cope with, and after participating those lessons,
their perspective totally changed. Plus, a couple of them have already started the habit
of reading daily news-articles from magazines. When post-test was taken from both
groups, the results were also different from the previous one. The level and number of
questions were the same with the pre-test. Interestingly, there was a slight increase on
the students of experimental group, and in control group, no improvement was
observed. In fact, the average result of students from experimental group saw a 3-point
increase from 27 to 30 while the reverse was true for control group. All of those facts
can be a good evidence that using news-based articles during EFL classes is worth-
doing.
Regarding the limitations of the study is that only one newspaper was applied
in reading lessons which means, maybe there are some other magazines, newspapers
that can easily attract students
’
attention. Apart from that, if a long period of time was
given to conduct this research, the results would be higher than that. So, it might be
better to conduct research on that area for a bit long time, such as 8-10 lessons in total.
In conclusion, as it is seen from the results and feedbacks that students
provided it can be stated that using authentic news-based articles during EFL classes
can be highly effective in order to improve students
’
overall reading comprehension,
awareness and motivation to learn as well. But there are some other factors that teachers
should take into account like the age, level, interest of their students while selecting
such materials.
References
1.
Bacon & Finnemann, A study of the attitudes, motives, and strategies of university foreign
language students and their disposition to authentic oral and written input. The Modern
Language Journal, 1990
2.
Gilmore, Authentic materials and authenticity in foreign language learning. Language
Teaching, 2007
3.
Karon LeCompte, Brooke Blevins, and Brandi Ray, Social Studies and the Young Learner,
2017
4.
Mariani, Teacher support and teacher challenge in promoting learner autonomy, Perspectives,
1997
Topical issues of language training
in the globalized world
266
5.
Nunan, D, The Learner-centered Curriculum, Cambridge University Press, 1988
6.
Parupalli Srinivas Rao, The impact of using newspaper on teaching language skills to the
second language learners of English, International E-journal for research in ELT, 2019
7.
Widdowson, Communication and community: The pragmatics of ESP. English for Specific
Purposes, 1998
IMPROVING STUDENT
’
S SPEAKING SKILL BY VIDEOS FOR A2 LEVEL
LEARNERS
Qurbanbayeva Dilnavoz
student
Uzbek State World Languages University
Abstract
The main purpose of this article is to give more information about how can educators teach
and improve their students
’
speaking skills by using English videos. In order to avoid theoretical
lessons, some use methods are available in this article. It has been proofed during one-month
experiment that watching English videos is one of the most effective ways of improving speaking
ability for A2 level learners. There is some information about qualitative and quantitative data which
were the most interesting part of the experiment, were used. In addition to this, recomended and
suggesting additional articles included in this article that related to speaking ability as well as
reading, listening.
Key words:
foreign language, pre- test and post-test, experiment, improving speaking, A2
level, watching videos, monolingual, bilingual people, questionnaires, experimental group,
Being able to talk in any foreign language is extremely vital for people. So
nowadays, in our country, not only ours but also all over the world people are trying to
learn foreign languages by which they can obtain new chances and ways in their lives,
for example, bilingual people are able to work well- paid job than monolingual ones or
even they have a chance to work in another country. English language is becoming the
most utilized language and we can be aware of British English, American English,
Australian English and their own accent pronunciation. What do you think? why
English is one of the most commonly used languages, answer can be due to its easy
grammar structures, it includes tenses, if clauses, have/ has and etc. What is mean that
its strict rules about grammar.
When it comes to comparison of Uzbek language and English, without any
hesitation people can choose second option because English language come from
analytic group languages, relying on word order and auxiliary verbs to convey
