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THE ROLE OF GAMING TECHNOLOGIES IN TEACHING ENGLISH
Shamshiddinova Muxlisa Ziyovuddin qizi
Chirchik State Pedagogical University
E-mail:Shamshiddinovamuxlisa@gmail.com
Ashirova Mashxura Bakjon qizi
Chirchik State Pedagogical University
E-mail: mashxuraashirova3747@gmail.com
Scientific advisor:
Aminova Sohila Abduhalimovna
Chirchik State Pedagogical University
Abstract:
Game technologies play an important role in teaching English. They
not only help make the learning process interesting and effective but also increase
students' motivation and ensure their active participation. They are suitable for
educational purposes in traditional classes. Games of this kind contribute to the
systematization of foreign language material in a simple game scheme: bingo-lotto,
games in pairs, board games, crosswords, etc. Most often, these games are introduced
to train spelling or systematize vocabulary. In addition they make the learning process
enjoyable and engaging, encouraging learners to use and experiment with the language
in different contexts. Language games often incorporate novel or contextual
vocabulary, helping participants learn new words and phrases while having fun. This
process of games adapted to players needs and skill progressions develops student
meaningful skill improvement, leading to students' shaping their own practice, and in
time learning to modify games to suit each others playing abilities. Several important
aspects of the role of games in language teaching have been mentioned. These are
interactive game processes, the development of language skills, etc. In conclusion,
game technologies are an innovative and effective method in teaching English. They
help to attract students' attention, consolidate their knowledge, and develop language
skills.
Key words:
Gaming technologies, Teaching language, Students motivation, Skill
improvement, Numerical games, Age-relatedness, Learning activities, Didactic games,
Demonstration, Encourage pupils, Devolop language skills.
Аннотация:
Игровые технологии играют важную роль в обучении
английскому языку. Они не только помогают сделать процесс обучения
интересным и эффективным, но и повышают мотивацию учащихся и
обеспечивают их активное участие. Они подходят для образовательных целей на
традиционных занятиях. Игры такого рода способствуют систематизации
иноязычного материала в простой игровой схеме: бинго-лото, игры в парах,
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настольные игры, кроссворды и т. д. Чаще всего эти игры вводятся для
тренировки правописания или систематизации словарного запаса. Кроме того,
они делают процесс обучения приятным и увлекательным, побуждая учащихся
использовать и экспериментировать с языком в разных контекстах. Языковые
игры часто включают в себя новую или контекстную лексику, помогая
участникам изучать новые слова и фразы, получая удовольствие. Этот процесс
игр, адаптированных к потребностям игроков и прогрессу навыков, развивает
значимое улучшение навыков учащихся, что приводит к формированию
учащимися собственной практики и со временем обучению модифицировать
игры в соответствии с игровыми способностями друг друга. Было упомянуто
несколько важных аспектов роли игр в обучении языку. Это интерактивные
игровые процессы, развитие языковых навыков и т. д. В заключение следует
сказать, что игровые технологии являются инновационным и эффективным
методом обучения английскому языку. Они помогают привлечь внимание
студентов, закрепить их знания и развить языковые навыки.
Ключевые слова
: Игровые технологии, Обучение языку, Мотивация
студентов,
Числовые игры, Соответствие возрасту, Учебная деятельность,
Дидактические игры, Демонстрация, Поощрение учеников, Развитие языковых
навыков.
Anotatsiya:
Ingliz tilini o'rgatishda o'yin texnologiyalari muhim ro’l o'ynaydi.
Ular nafaqat o'quv jarayonini qiziqarli va samarali o'tkazishga yordam beradi, balki
o'quvchilarning ishtiyoqini oshiradi va faol ishtirokini ta'minlaydi. Ular an'anaviy
sinflarda o'quv maqsadlari uchun javob beradi. Bunday o'yinlar chet tilidagi materialni
oddiy o'yin sxemasida tizimlashtirishga yordam beradi: bingo-lotto, juftlik o'yinlari,
stol o'yinlari, krossvordlar va boshqalar. Ko'pincha bu o'yinlar imloni o'rgatish yoki
lug'atni tizimlashtirish uchun kiritiladi. Bundan tashqari, ular o'quv jarayonini qiziqarli
qiladi, o'quvchilarni turli kontekstlarda tildan foydalanishga va tajriba qilishga
undaydi. Til o'yinlari ko'pincha yangi yoki kontekstli lug'atni o'z ichiga oladi, bu
ishtirokchilarga yangi so'zlar va iboralarni o'rganishga yordam beradi. O'yinchilarning
ehtiyojlari va ko'nikmalarining rivojlanishiga moslashtirilgan bu o'yin jarayoni
o'quvchilarning mazmunli mahoratini rivojlantiradi, bu esa o'quvchilarning shaxsiy
amaliyotini shakllantirishga olib keladi va vaqt o'tishi bilan o'yinlarni bir-birlarining
o'yin qobiliyatiga mos ravishda o'zgartirishni o'rganadi. Til o‘rgatishda o‘yinlarning
rolining bir qancha muhim jihatlari qayd etilgan. Bular interaktiv o'yin jarayonlari, til
ko'nikmalarini rivojlantirish va hokazolar.Xulosa qilib aytish mumkinki, o'yin
texnologiyalari ingliz tilini o'qitishda innovatsion va samarali usuldir. Ular o‘quvchilar
e’tiborini jalb qilish, bilimlarini mustahkamlash, til ko‘nikmalarini rivojlantirishga
yordam beradi.
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Kalit so‘zlar:
O'yin texnologiyalari, O'qitish tili, Talabalarning motivatsiyasi,
Ko'nikmalarni oshirish,
Raqamli o'yinlar, Yoshga bog'liqlik, O'quv faoliyati, Didaktik
o'yinlar,
Ko'rgazmalilik,
O'quvchilarni
rag'batlantirish,
Til
ko'nikmalarini
rivojlantirish.
INTRODUCTION
Games have been a method of learning and transferring social experience since
ancient times. This highlights their long-standing value in human development. In
modern schools, teachers use play activities in various ways: Games can be a
standalone method for learning a concept, topic, or even an entire section of a subject.
They can be a component of a more comprehensive teaching method. It can be used as
part of a lesson, such as in the introduction or for assessment.Games are used as a
technology for extracurricular activities. G.K. Selevko gives the following definition
of game technology – "this is a type of activity in situations aimed at recreating and
assimilating social experience in which self-management by behavior develops and
improves".
1
The main goal of game training is to teach students to work effectively
together in painstakingly created educational conditions. According to the researchers,
game-based learning technologies in primary school make it possible to form new
personality traits, learn the norms of behavior in society and raise a person. At the same
time, the game performs a large number of important functions that affect the
development of the student's mental abilities, his arbitrary behavior, as well as the
sphere of cognition. "E. I. Passov refers to the main functions of game activity:" has
been reworded to "According to E. I. Passov, the primary benefits of using games in
education include:" This makes it clear that the listed items are seen as advantages. The
bullet point format is retained for clarity:
• building proficiency in conversational skills;
• enhancing both linguistic abilities and cognitive processes;
• fostering improved communication skills;
• facilitating the learning and retention of information.
THE IMPORTANCE OF GAMING TECHNOLOGIES
The rapid development of our country requires the deepening and strengthening
of the level of knowledge of our future youth. "On measures to further improve the
system of learning foreign languages"
2
and "On the Strategy for further development
of the Republic of Uzbekistan" to improve the quality of education, as well as the
1
Dilnoza,O.M.Game Educational Technologies in teaching Foreign Languages. Eurasian Research
Bulletin.2022.p.98
2
Decree of the President of the Republic of Uzbekistan Shavkat Mirziyoyev No. PF-4947 "On the
Action Strategy for the further development of the Republic of Uzbekistan". February 7,
2017.Collection of Legislation of the Republic of Uzbekistan, Tashkent, 2017, No. 6, Article 70.
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training of qualified personnel for the comprehensive formation of a harmoniously
developed generation is a key issue of our time
3
. It is clear from these decisions and
decrees that foreign language teachers have a responsibility to ensure the education of
young people and their professional development. Because the younger generation
must master foreign languages in order to become a skilled professional in the future.
By mastering a foreign language, every professional can test their knowledge and skills
in other developed countries. Educational games offer diverse didactic features,
characterized by active participation, structured rules, and strong motivation. These
games can be implemented as traditional board or card games, or digitally as computer
or online games. In the context of foreign language instruction, various types of
didactic games are employed, each contributing distinct learning outcomes:
1. Numerical Games: Develops mental calculation abilities and enhances
concentration skills;
2. Vocabulary Games: Expands vocabulary and refines pronunciation accuracy;
3. Encourages independent language learning initiatives;
4. Discussion and Decision-Making Games: Cultivates argumentation skills and
rhetorical proficiency;
5. Role-Playing and Simulation Games: Engaging in imaginative scenarios to
enact diverse roles and behaviors;
6. Interactive and Cooperative Games: Promoting collaborative teamwork based
on established guidelines;
7. Knowledge-Based Games: Organizing question-and-answer activities to
solidify learning and develop instructional competence;
8. Presentation and Production Games: Encouraging students to creatively
develop and present educational materials;
Didactic games used in language learning can also be used to develop student
behavior. Through play, language learners learn to collaborate, learns to understand
each other, and when competing with each other in small groups, learns to work
together, helping each other, comparing himself to others, - states Kleppin.
4
AGE-RELATEDNESS OF THE GAME
Teachers should first consider the level of the game to fit their students'
language level. They should choose the game that fits the purposes of that class or
the content
5
. Moreover, teachers should consider students' characteristics: whether
they are old or young, serious-minded or light-hearted, and highly motivated to
3
The First President of the Republic of Uzbekistan I. Karimov's resolution "On measures to further
improve the system of learning foreign languages." Tashkent, December 10, 2012, No. PQ-1875
4
Kleppin, Karin: The language learning game in foreign language lessons. Studies on teacher and
learning behavior in language learning games. Tübingen 1980.
5
Rogova G. V.Methods of Teaching English. –Leningrad: Higher School Publishing House,
1975. pp. 121-130.
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learn or not. They should also consider when the game should be used. Games are
effective because they provide motivation, lower students' stress, and give
them the opportunity for real communication. Naturally when playing games,
students are trying to win or to beat other teams for themselves or on the behalf of
their team. They are so competitive while playing because they want to have a
turn to play, to score points and to win. In the class, students will definitely
participate in the activities. Therefore, it is possible for a teacher to introduce
students to new ideas, grammar, and knowledge and so on
6
. In our great eagerness
to teach our children we studiously look for "educational" toys, games with built-
in lessons, books with a "message." Often these "tools" are less interesting
and stimulating than the child's natural curiosity and playfulness. Play is by its very
nature educational. And it should be pleasurable. When the fun goes out of play,
most often so does the learning”
7
. As is known to everyone, game is an
activity providing entertainment or amusement; it‟s a competitive activity or sport
in which players contend with each other according to a set of rules. “A game
is an activity carried out by co-operating or competing decision-makers, seekingto
achieve, within a set of rules, their objectives”
8
. Educational games should
be encouraged because evidence suggests they enhance focus, leading to improved
learning outcomes for students, especially children. The immersive nature of games
seems to create a more conducive learning environment.
As with other learning activities, teachers need to pay careful attention
to the difficulty level of games. Part of the appeal of games lies in the challenge,
but if the challenge is too great, some students may become discouraged. The
challenge can be of two kinds: understanding how to play the game and
understanding the language content.
Some suggestions for both types of understanding are:
-
Demonstrations of how the game is played. The teacher can demonstrate
with a group of students or a group can demonstrate for the class;
- A kind of script of what people said as they played or a list of useful
phrases. Similarly, key vocabulary and concepts may need to be explained;
- Clear directions. Demonstrations can accompany directions, and directions
can be given whenneeded, rather than explaining all the steps and rules in one
go. Some initiated-students‟ modificationscan beaccepted;
- A game should encourage students to focus on the use of language rather
6
Harmer Jeremy. The practice of English language teaching. L. -New York, 1999. pp.213-321.
7
Harmer J. Teaching and Learning Grammar. –London: Longman, 1987. 15p.
8
Abbott G., D. McKeating, J. Greenwood, and P. Wingard. “Teaching English with Games”, 1981.
pp. 87-90
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than on the language itself;
- A game should give students a chance to learn, practice, or review
specific language material;
- Students may wish to play games purely for fun. Teachers, however, need
more convincing reasons;
- Teachers need to consider which games to use, when to use them, how
to link them up with the syllabus, text book or programmed, and how, more
specifically, different games will benefit students in different ways. The key to
a successful language game is that the rules are clear, the ultimate goal is
well defined and the game must be fun.
9
DISCUSSION AND CONCLUSION
Since children‟s concentration and attention spans are short, variety is a
must. This means variety of activity, variety of pace, variety of organization. As
already mentioned, children have an amazing ability to absorb language through
play and other activities which they find enjoyable. That is why games seem
to be a challenging and exciting tool to make the young learners motivated and
satisfied with making progress in acquiring a language. There are many reasons
why creating activities for young children‟s languagelearning is very important.
First of all, it is extremely valuable because it allows for meeting pupils‟ individual
needs. Complete dependence on the textbook is not suitable for all students as
they are of different levels and have different interests and diverse learning
styles. Furthermore, the textbook being designed for a general audience may
not fully match the students‟ specific requirements. However, creating materials for
learning can be very time consuming and often needs resources, like photocopying
facilities. Moreover, the most common barriers can also be the cost involved
in realizing some conceptions, lack of handbooks from which to get ideas, lack of
skills to design some activities. A good solution to overcome some of the
difficulties mentioned above seems to be to involve pupils in preparing activities. They
are full of ideas and enthusiasm. They can do some illustrations, they can
prepare short stories and dialogues or riddles, and they can also make rhymes,
chants, or short poems. It gives them a real reason for using language; and gradually,
they can create activities for each other.
REFERENCES:
1.
The First President of the Republic of Uzbekistan I. Karimov's resolution "On
measures to further improve the system of learning foreign languages." Tashkent,
9
Feruza.K.B.The Importance of Using Games in Teaching English to Primary Classes.
EUROPEAN MULTIDISCIPLINARY JOURNAL OF MODERN SCIENCE.p.94.
https://emjms.academicjournal.io/index.php/
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December 10, 2012, No. PQ-1875
2. Decree of the President of the Republic of Uzbekistan Shavkat Mirziyoyev No.
PF-4947 "On the Action Strategy for the further development of the Republic of
Uzbekistan". February 7, 2017.Collection of Legislation of the Republic of Uzbekistan,
Tashkent, 2017, No. 6, Article 70.
3. Rogova G. V.Methods of Teaching English. –Leningrad: Higher School
Publishing House, 1975. pp. 121-130.
4. Kleppin, Karin: The language learning game in foreign language lessons.
Studies on teacher and learning behavior in language learning games. Tübingen 1980.
5. Abbott G., D. McKeating, J. Greenwood, and P. Wingard. “Teaching English
with Games”, 1981. pp. 87-90
6. Harmer J. Teaching and Learning Grammar. –London: Longman, 1987.
–15p
7.Harmer Jeremy. The practice of English language teaching. L. -New York,
1999. –pp.213-321
8. Dilnoza,O.M.Game Educational Technologies in teaching Foreign Languages.
Eurasian Research Bulletin.2022.p.98
9. Feruza.K.B.The Importance of Using Games in Teaching English to Primary
Classes. EUROPEAN MULTIDISCIPLINARY JOURNAL OF MODERN
SCIENCE.p.94. https://emjms.academicjournal.io/index.php/
