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USING MODERN TECHNOLOGIES IN TEACHING AND
LEARNING ENGLISH
Kudratova Sevara Islomovna
Qarshi Abu Ali ibn Sino College of Public Health
Foreign Language in Professional Activity
English Language Teacher
Annotation This article is about the appropriate use of modern technologies
in learning and teaching English and about the teacher's self-improvement, sense of
responsibility, introducing novelties into lessons, and ensuring the lesson is
interesting and lively.
Keywords: innovation, technology, effectiveness, specialization, information-
communication, telecommunication.
The new era places new tasks and several responsibilities on today's teachers.
With the advent of modern technology, the tradition of teaching English has
significantly changed. On December 10, 2012, the President of the Republic of
Uzbekistan, I.A. Karimov, adopted Resolution PQ-1875, "On Measures to Further
Improve the System of Learning Foreign Languages." According to this resolution,
foreign language teachers were tasked with introducing advanced teaching methods
using modern pedagogical and information-communication technologies and
preparing the growing young generation to speak foreign languages fluently.
The resolution consists of several points, with the ninth point specifically
detailing the use of innovative technologies.
According to the ninth point of the resolution: "The National Television and
Radio Company of Uzbekistan, the State Committee for Communications,
Informatization and Telecommunication Technologies, the Agency for Press and
Information of Uzbekistan, and the National Information Agency of Uzbekistan,
taking into account the interests and aspirations of children and youth, shall ensure
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the following: Preparation and broadcasting of programs for teaching foreign
languages to children and adolescents through television, including local TV
channels; regular showing of popular science, foreign artistic, and animated films
dedicated to the history and culture of other nations, world science and technology,
with Uzbek subtitles; significantly increasing the access of educational institutions to
international educational and knowledge resources through the "ZiyoNet" network,
enriching its resource center with multimedia resources, applications for personal
computers and mobile devices, as well as publishing educational and artistic literature
in English, specialized illustrated newspapers and magazines, and organizing special
sections and supplements for them" [1, 2b]. Due to this, all English language teachers
have begun to feel the necessity of using technologies to make their lessons more
vibrant.
Today, the importance of learning English in Uzbekistan is increasing more
than ever before. Several English language specialists are implementing new methods
and ways of learning English. This, of course, further enhances the effectiveness of
foreign language teaching.
Using technology in teaching offers several unique advantages. Furthermore,
it significantly increases the efficiency of the teaching system and, in turn, helps the
language learner keep pace with the times and strive forward.
Technology is gradually replacing traditional teaching methods. Today, many
new programs and shows that assist in teaching English are regularly broadcast on
television.
It should also be particularly noted that new modern innovative methods of
using technology have been introduced in Uzbekistan to increase teaching
effectiveness. For example, based on multimedia, students learning a foreign
language have gained the opportunity to develop four skills, learning by both seeing
and hearing through interesting materials. In addition, students can guess the meaning
of some words by observing live actions and try to understand them.
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Naturally, the use of modern technologies such as computers, radios, CDs,
and DVDs in any foreign language lesson further advances the educational process,
enabling the growing young generation to learn foreign languages faster.
During English lessons, some teachers' inability to use and utilize
technologies leads to students getting somewhat bored. Precisely for this reason, to
maintain the learner's enthusiasm, using technology and at least a computer during
lessons further ensures the learner's increased interest. Indeed, educational materials
prepared according to the learner's age, interests, abilities, and comprehension level
will certainly be effective. Conversely, if we teachers do not select educational
materials based on these requirements, if we play video films, songs, or texts with
complex words for elementary school students, or show them through multimedia or
computers, or if we show very simple texts as educational materials to middle and
high school or group learners, their interest in learning the language will gradually
diminish, and they will stop comprehending the lessons. This, in turn, can lead to
lower grades and the teacher losing respect in the eyes of the students. Therefore, it
follows that the main task is not just to use technologies during lessons, but to use
them appropriately and ensure that the use of technologies serves to increase student
knowledge. It is important to use technology efficiently and appropriately during
lessons conducted according to the current CEFR (Common European Framework of
Reference for Languages) requirements for four competencies: writing, reading,
listening, and speaking in English. For example, in listening comprehension lessons,
playing audio texts also has its own rules. The main goal here is for the learner to
understand the audio material they are listening to and be able to analyze it without
difficulty. To achieve this, first and foremost, the environment must be prepared for
playing the audio material, ensuring a quiet environment for listeners, and the teacher
must pay attention to the quality of the audio and the proper functioning of the
amplifiers, and ensure that exercises to be performed before and after playing the
audio are ready and that learners are provided with handouts. Once all requirements
are met, the teacher can start playing the audio material for the learners. The playback
should be done at least twice; otherwise, language learners may not understand the
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topic and may not be able to correctly complete the exercises to be done after the
audio material is heard.
Similarly, in speaking and writing lessons, using multimedia to show video
films and clips to learners and discussing them is a very effective method when
teaching with technology. In this case, familiar vocabulary should be used, and if new
and complex words are involved, explanations should be given for those words. After
completing exercises related to new words, the video material can be shown. To
implement this process, a quiet, noise-free environment, a comfortable and clean
classroom, the possibility for everyone to view, and checking that the amplifiers are
working are all important. Before playing the video, the teacher should talk with the
learners about the video's topic, conduct question-and-answer sessions, and only after
being convinced that the learners are genuinely interested in the topic should they
play the video material. After the video ends, the teacher should inquire about the
students' thoughts on the video film and complete exercises. If these stages are carried
out correctly, these lessons will certainly contribute greatly to the learners' increased
interest and knowledge. It follows that modern technologies play an invaluable role
in enriching our lessons, engaging learners, and enhancing their knowledge. The
ability to use them correctly and appropriately is the main guarantee of our success.
REFERENCES:
1.
Resolution PQ 1875 "On Measures to Further Improve the System of Learning
Foreign Languages." "Xalq So'zi" newspaper, page 2. December 10, 2012.
2.
Boswood, T. (1997). New Ways of Using Computers in Language Teaching
(New Ways in Tesol Series II), California: Teachers of English to Speakers of Other
Languages.
3.
Harmer, J. (2007). How to teach English, Harlow, Essex: Pearson-Longman
4.
Johnson, D., & Eisenberg, M. (2006). Learning and Teaching Information
Technology--Computer Skills in Context, East Lansing, Mi, Eric document
ED465377, Retrieved June 7, 2007, from
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5.
Warschauer, M., & Kern, K. (2000). Network-based Language Teaching:
Concepts and Practice, Cambridge: Cambridge University Press.
