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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
Topical issues of language training
in the globalized world
236
Abstract
By employing a mixed-methods approach that combines quantitative data from surveys with
qualitative insights from interviews and observational data, researchers can gain a comprehensive
understanding of learners
’
perceptions and experiences in developing their speaking abilities
through task-based learning activities. This approach allows for capturing both the breadth and
depth of learner experiences and can offer valuable insights for educators and curriculum developers.
Key words:
TBLT, speaking, enhancing, improving, skills, activities, task, step
Introduction:
This paper explores the implementation of TBL in the context of B1 learners,
examining its benefits and potential challenges. We will delve into the core principles
of TBL, exploring how tasks are designed to foster interaction, collaboration, and
problem-solving, ultimately leading to improved speaking proficiency. Additionally,
we will discuss the role of the teacher in facilitating TBL activities, providing support
and guidance while encouraging learner autonomy and self-reflection.
By analyzing practical examples and considering various learning styles, this
paper aims to demonstrate the effectiveness of TBL in enhancing the speaking skills of
B1 learners. We will also touch upon the importance of assessment within a TBL
framework, highlighting how it contributes to learner progress and motivation.
Purpose:
To explore learners
’
perceptions and experiences in developing their
speaking abilities through task-based learning activities.
Find ways to enhance speaking skills with the help of task-based approach and
find out solutions which researcher may come across in this process. Provide activities
with students to improve their speaking skills.
Literature Review
A task usually requires the teacher to specify what will be regarded as
successful completion of the task. The use of a variety of different kinds of tasks in
language teaching is said to make language teaching more communicative (D.Nunan,
2004).
TBLT has been known to raise merits. TBLT builds one
’
s communicative
competence . Moreover, TBLT is motivating to students and is less stressful.
Topical issues of language training
in the globalized world
237
Additionally, TBLT causes automatic language acquisition. Moreover, TBLT
improves vocabulary retention. Additionally, TBLT prepares learners to
communicative use the language items they get. Despite its merits, TBLT may cause
some unfavourable situations. TBLT can create students who are not fit for the
grammar-based examinations .Moreover, TBLT demotivates students expecting a
more traditional language learning classroom (Bao. X 2012).
Task based learning is a learner-centered approach; it has primary focus on the
task completion, uses analytical approach and specifies learners‟ real
-life
communication needs. Furthermore, task based learning has an
outline as a set of activities used by the learner for a communicative purpose in
order to achieve an outcome (Willis. D 2007). Task based learning is an approach in
teaching speaking, the teacher ask the students to perform tasks that resemble authentic,
“real
-
life” situations (Lemmolo, 2019).
In Task-Based Learning, there are three framework (Willis. D 2007). It
involves pre-task stage, task cycle stage and language focus stage.
According to Richards and Rogers, Task-Based Language Learning strategy
focuses on communication through task completion. Students get engaged with a task
they are truly interested in, and they aim to carry it out only using the target language
and its taught elements. In other words, in the topic of recycling for instance, that is
being taught for a couple of weeks, students are engaged in various tasks that could
eventually lead to a presentation project, using the authentic language learned and the
necessary tools, such as the internet (D.Kattabaeva 2023)
Methodology
- Research Design:
- Choose a quantitative approach based on the research questions and
objectives.
- Participants:
- Define the target population, including B1 level students, and outline the
criteria for participant selection.
Topical issues of language training
in the globalized world
238
- Data Collection:
- Describe the methods for collecting data, such as classroom observations,
student performance assessments, surveys, and interviews.
- Data Analysis:
- Detail the approach for analyzing the collected data and extracting
meaningful insights relevant to the research questions.
5. Implementation of Task-Based Learning
- Develop a plan for the implementation of task-based learning activities to
enhance speaking skills for B1 level students.
- Outline the specific tasks or activities to be used, considering authenticity,
meaning-focused communication, learner autonomy, collaboration, and task
complexity.
- Determine the duration of the implementation phase and the frequency of
speaking activities within the curriculum.
6. Evaluation and Assessment
- Establish criteria for evaluating students
’
speaking skills before, during, and
after the implementation of task-based learning activities.
- Identify assessment tools and rubrics to measure speaking proficiency,
fluency, accuracy, and complexity of language use.
- Consider the role of self-assessment, peer feedback, and teacher assessment
in the evaluation process.
7. Ethical Considerations
-
Address ethical considerations related to participant consent,
confidentiality, and data privacy.
- Ensure that the research adheres to ethical standards and guidelines in
educational research.
8. Timeline
- Develop a timeline for the various stages of the study, including the research
design, data collection, analysis, and reporting of findings.
Topical issues of language training
in the globalized world
239
9. Conclusion
- Summarize the key components of the research plan and restate the
significance of the study.
- Highlight the anticipated contributions of the study to the field of language
education and the implications for practical teaching strategies.
By following this research plan, the study aims to investigate the effectiveness
of task-based learning in enhancing speaking skills for B1 level students, contributing
to the ongoing discourse on language education and pedagogical strategies for
promoting oral proficiency.
Results and Discussion:
This research includes 5 steps in order to enhance and evaluate students
’
speaking skills.
Step 1 is a survey to gain more information about TBLT with teachers and there
are 9 teachers with giving 3 kind of questions.
In the first question 65% of teacher
consider that evaluating student
’
s speaking level is so significant during the lesson
while 25% of them find it out no more important than other skills. However, 10% of
teachers think that it has no tendency to evaluate them. In the second question, TBLT
is considered that would be more beneficial for students to boost their speaking with
its high 45%, whereas its 25% prefer traditional teaching speaking. 30% of teachers
prefer to choose teaching TBLT according to the condition of the lesson. In the third
question type teachers give options according to positives of TBLT for students
speaking. 75% of teachers find that TBLT has benefits for students to overcome their
hesitation during the lesson, while a quarter of them prefer to it has no use for students,
and only a mere 5% of them consider that TBLT can not help students in any case.
Step 2 is a Pre-test to check student
’
s speaking skills according to assessment
criteria before teaching TBLT. In this step involves 15 students. There is a significant
variation in the distribution of speaking skills among the students. Some, like Sanjar
and Ulu
g‘
bek, demonstrate higher fluency, while others like Nodir, Mushtariy, and
Rayyona excel in grammar. Vocabulary strength is prominent in Zahro, Asal, Sayyora,
Topical issues of language training
in the globalized world
240
and Shaxzoda. This diversity highlights the need for personalized learning approaches
to address individual strengths and weaknesses.Although several students show strong
grammar knowledge (Nodir, Mushtariy, Rayyona, Shaxzoda), their fluency scores
remain relatively low. This could indicate a gap between knowing grammar rules and
applying them effectively in spoken communication. TBL activities can bridge this gap
by providing context and encouraging practical use of grammar structures. A group of
students demonstrate a strong vocabulary base (Zahro, Asal, Sayyora, Shaxzoda). This
can be leveraged to further enhance their speaking skills by focusing on vocabulary
usage in different contexts and for specific purposes.
Step 3 is various types of tasks and activities based on TBLT such as
stroytelling, role-plays, debates, language games, and others. This teaching process
takes 2 weeks in order to teach TBLT to students.
Step 4 is Pro-test to compare with Pre-test results of their speaking level.
Overall Trends:
* Fluency Still a Challenge: Similar to the previous data set, fluency remains a
common area for development, with most students scoring below 35%. This
emphasizes the need for continued focus on activities that promote spontaneous
speaking and reduce hesitation.
* Grammar Knowledge Remains Strong: A significant number of students
continue to display strong grammar knowledge, particularly Nodir, Mushtariy,
Rayyona, and Nuriddin. However, translating this knowledge into fluent speaking
remains a challenge, highlighting the need for practical application through TBL.
* Vocabulary Scores Improve: We observe a slight improvement in vocabulary
scores across the board, indicating potential progress in this area. However, there
’
s still
room for development, especially in applying vocabulary effectively within spoken
communication.
Individual Differences and TBL Approaches:
* Students with Lower Fluency (e.g., Nodir, Rayyona):
Topical issues of language training
in the globalized world
241
* Task Focus: Role-playing, simulations, debates, and storytelling activities
can help these students practice speaking in a more spontaneous and natural way.
* Additional Support: Encourage participation in pair or group activities to
build confidence and reduce anxiety. Provide constructive feedback and highlight
progress to maintain motivation.
* Students with Higher Grammar Knowledge but Lower Fluency (e.g.,
Mushtariy, Nuriddin):
* Task Focus: Problem-solving tasks, collaborative projects, and discussions
on current events can provide opportunities to apply grammar knowledge in context.
* Additional Support: Focus on activities that require spontaneous responses
and quick thinking, such as impromptu speeches or quick debates. Encourage self-
reflection on grammar usage during speaking activities.
* Students with Strong Vocabulary (e.g., Zahro, Asal, Sayyora):
* Task Focus: Debates, presentations, and discussions on complex topics can
challenge these students to utilize their vocabulary effectively and explore nuances in
meaning.
* Additional Support: Encourage the use of synonyms and antonyms to
diversify their language. Introduce tasks that require explanation and description to
further enhance vocabulary application.
Final Reflection:
Reflecting on the application of task-based learning to develop speaking skills
in B1 level students, it is evident that this approach can be highly effective in fostering
significant improvements in their ability to communicate in English. One of the key
benefits of task-based learning is its focus on real-life communication. By engaging
students in meaningful and authentic tasks, such as role-plays, problem-solving
activities, and discussions related to practical scenarios, students are provided with
opportunities to use language in a purposeful manner. This not only enhances their
speaking skills but also fosters their confidence in using English for communication.
Additionally, task-based learning encourages active participation and collaboration
Topical issues of language training
in the globalized world
242
among students. Through working together to accomplish tasks, students are motivated
to engage in conversations and express their ideas, which contributes to the
development of their speaking abilities. Furthermore, task-based learning allows for
personalized learning experiences. The tasks can be tailored to the interests and needs
of the students, which increases their engagement and investment in the language
learning process.
However, it is important to note that effective implementation of task-based
learning requires careful planning and consideration of task design, materials, and
scaffolding to support students as they engage in communicative activities.Overall,
reflecting on the application of task-based learning to develop speaking skills in B1
level students demonstrates its effectiveness in promoting meaningful language use
and fostering tangible improvements in their ability to communicate effectively in
English.
References
1.
Bao, X. (2012). The application of Task-Based Language Teaching in college English
teaching. Theory and Practice in Language Studies
2.
D. Kattabaeva. (2023) A study on task-based language teaching from theory to practice.
3.
Lemmolo, G. (2019). Task-Based Language Learning. In The TESOL Encyclopedia of
English Language Teaching
4.
Nunan, D. (2004). Task-based language teaching. Cambridge University Press.
5.
Willis, D., & Willis, J. (2007). Doing task-based teaching. Oxford University Press
FUNDAMENTALS OF TIME PERCEPTION
Ollonazarova Jasmina
MA student
UzSWLU
Abstract
Cоmprehending
the
fоundations
of
1
time
perceptiоn
is essential in many disciplines, ranging
frоm
neurоscience
to
psycholоgy
and beyond. This essay in vestigates
cоmplex
relatiоnship
between time
perceptiоn
and the
envirоnment,
cоgnitive
functiоns,
and brain mechanisms that impact
hоw
we
perceive time. This abstract gives
thorоugh
summary
оf
1
hоw
people perceive interpret anduse time in
their daily lives by looking at theories like scalar timing, attentional gating, and the
rоle
of
1
emotiоns.
The significance of
1
mоre
investigatiоn
in this fascinating field of
1
inquiry is further highlighted by the
discussiоn
оf
1
future research possibilities and
practical ramificatiоns.
