THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
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THE APPLICATION OF MULTIMEDIA TECHNOLOGY IN TEACHING
FOREIGN LANGUAGES.
Ruzieva Saodat Hasanovna
Email: sruziyeva43@gmail.com, phone number: +998500731090
BSPI, Foreign languages department teacher.
https://doi.org/10.5281/zenodo.14128365
Abstract:
The article emphasizes the critical role of integrating innovative
technologies into foreign language education. These technologies provide
distinct advantages over traditional educational methods by seamlessly
blending conventional teaching techniques with modern innovations. They
facilitate a range of educational functions, including teaching, providing
information, engaging through games, modeling scenarios, constructing
knowledge, and conducting analysis. Additionally, they align with key
educational principles such as visual learning, accessibility, appropriate
challenges, structured learning, the transition from instruction to self-directed
learning, and the integration of theory with practice. By incorporating these
innovative tools, educators can create an optimal learning environment that
greatly enhances student motivation in foreign language acquisition.
Key words:
innovative tool, acquisition, self-directed learning, optimal
learning environment, methodology.
Teaching foreign languages is unimaginable without the use of multimedia
tools. The ability to illustrate real communication processes in English and the
need to bring the educational environment closer to the real conditions in which
the language and culture are used are undoubtedly important objectives in the
methodology of foreign language teaching.
The 21st century, an era of informatization, brings changes to traditional
language teaching. The use of computer technologies in education today is of
great importance due to the new opportunities they provide. The introduction of
new information and communication technologies expands access to education,
creates a system of open education, and reshapes the concept of the
qualifications that a modern graduate specialist should possess.
The most significant advantages lie in the methodological benefits of
computer-based learning. For example, instructors use the computer's ability to
instantly respond to input to create simple educational programs in the form of
exercises. The technical advantages of learning English through multimedia
include the fact that sound cards allow users to record their speech, then listen
to and compare it with native speakers' pronunciation. The graphic capabilities
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of computers can represent any type of activity through images or animations.
This is particularly important when introducing new vocabulary, as the images
on the screen allow learners to associate the English phrase directly with the
action, rather than with a phrase in their native language. Moreover, multimedia
is an excellent tool for interactive communication between different language
groups, which is especially evident when using a computer network. This can be
a local network connecting several machines within one educational institution,
or the Internet—a global network that connects millions of users around the
world.
The listed advantages allow us to conclude that multimedia tools have
great potential in teaching oral foreign language skills. By optimally combining
the capabilities of a wide range of educational technologies (such as language
labs, video films, television, radio, newspapers, magazines, books, bibliographic
directories, and telephone) and offering additional features (interactivity,
graphic capabilities, etc.), multimedia provides virtually unlimited opportunities
for both learning and self-study.
Recently, there has been a trend in the Kazakhstan education system
towards a shift in the teaching paradigm, where higher education institutions
are moving from delivering ready-made knowledge to students towards
organizing and managing their independent learning activities. The current
educational requirements, where independent student work plays a central role,
compel higher education institutions to adopt teaching methods and
organizational forms that promote an active learning process. These approaches
help develop the ability to learn, find necessary information, use various
information sources, and foster students' cognitive independence.
Modern pedagogical science aims to use new technologies in education.
The aforementioned interactive media are also being effectively utilized. Many
diverse interactive computer programs for learning English focus on
independent practice of phonetic and grammatical aspects until they become
automatic in use. These programs feature interactive dialogues, speech
recognition and pronunciation visualization systems, animated clips
demonstrating sound articulation, exercises for developing all types of speech
skills, video clips with translations, and tracking of personal learning progress.
Since the goal of teaching English is to develop students' communicative
competence, i.e., practical language proficiency, it is the teacher's task to activate
each student's involvement in the learning process and create situations for
their creative activity. The use of modern tools such as informational programs
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and internet technologies, as well as collaborative learning and project-based
methods, helps achieve these objectives.
As online resources that can assist foreign language teachers in organizing
independent work, one can consider broadcasting, interactive, and search-based
internet resources, which provide educational information, learning materials,
and conditions that contribute to the formation of professional competencies in
future specialists.
Already today, we have a unique tool that allows us to bring the best
teachers from any country closer through the software products they create. The
intensification of the transition to an information society, associated with the
widespread adoption of new information technologies and computer
telecommunications, necessitates the development of new forms and methods of
teaching foreign languages.
Using the possibilities of new information technologies alongside
traditional teaching methods can help teachers select more interesting and
diverse educational materials, implement a differentiated approach to each
student, and thus contribute to better acquisition of necessary knowledge and
skills by the students.
Among various types of innovations, as shown by the results of a
sociological study conducted in CIS universities, teachers are most familiar with
teaching using multimedia tools (66.7%). Multimedia technology (from the
English "multi" - many, and "media" - environment) is considered an educational
information technology that integrates audiovisual information from multiple
sources (text, video, audio, graphics, animation, etc.), enables an interactive
dialogue between the user and the system, and supports various forms of
independent activity.
The use of multimedia technologies in the learning process allows for the
enhancement of the organic integration of traditional educational forms and
methods with innovative ones. It enables the implementation of instructional,
informational, gaming, modeling, constructive, and analytical functions while
adhering to general didactic principles such as visual learning, accessibility,
appropriate difficulty, systematic instruction, transitioning from learning to self-
education, a positive emotional learning environment, and the connection
between theory and practice. Furthermore, multimedia technologies are
supported by multimedia programs, encyclopedias, dictionaries, and specialized
educational information environments designed for understanding the
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surrounding world in the context of computer design, modeling, and
construction.
Multimedia technologies serve as special intellectual tools and offer
several advantages over other educational information technologies because
they:
1. Serve as a pedagogical tool for the continuous improvement of the
content and methods of education in modern conditions.
2. Provide the opportunity to identify and support students with linguistic
abilities.
3. Form the foundation for distance learning.
4. Ensure access to advanced methods of education and training for the
broader pedagogical community through the global Internet and an extensive
communication network.
5. Create an artificial language environment, enabling the study of a
foreign language (FL) at an individual pace, increasing student independence
and responsibility, organizing FL learning for all age groups, aligning FL
education with the student's interests and goals, and incorporating an
intercultural component into FL instruction.
6. Multimedia technologies offer new and seemingly limitless possibilities
for creating visual aids.
Multimedia (a computer with additional devices) can become a powerful
tool for independent work for anyone learning a foreign language, providing
thorough control and continuous real-time assistance.
Alongside the positive aspects, there are negative trends that hinder the
widespread creation and implementation of multimedia technologies in the
educational process. These include:
1. The insufficient readiness of the existing education system for the active
use of multimedia technologies, their integration into the pedagogical process,
and its organization based on these technologies;
2. A shortage of qualified developers;
3. The lack of a well-developed methodology for constructing multimedia
technologies;
4. A lack of financial resources for the creation and widespread
implementation of multimedia technologies;
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5. The absence of an established evaluation system.
To successfully integrate multimedia technologies into the educational
process, it is essential first to create conditions for their pedagogically and
methodologically justified application. The issue of integrating the Internet into
education, particularly in foreign language teaching, is currently quite relevant.
At present, most schools and universities in our country are equipped with
multimedia English language labs. These labs have computers, projectors, and
interactive whiteboards.
Thus, the combination of traditional teaching methods with new ones will
ensure a higher level of mastery of the educational material.
However, unfortunately, the use of multimedia to intensify independent
work in learning a foreign language is currently hindered significantly by the
high cost of computer equipment and the lack of a sufficient number of
theoretically grounded and experimentally tested computer programs designed
for independent work in foreign language learning.
Overall, the current situation is such that, on the one hand, there is a small
number of theoretical studies that have not been widely implemented in
practice, and on the other hand, there are numerous scattered programs that
lack a solid theoretical foundation.
Analysis has shown that in pedagogical science, and especially in the practice of
domestic university teaching, the potential of computer-based learning tools,
including multimedia, is often underestimated. This is primarily due to the
complexity and insufficient theoretical development of the concept of
multimedia as a didactic tool.
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