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THE ROLE OF TECHNOLOGY IN MODERN LANGUAGE TEACHING
Chirchik State Pedagogical University,
Faculty of Tourism,
Department of Foreign Language and literature(English),
Bachelor degree students
Inoyatova Gulruxsor Do’stnazar qizi
Tojiboyeva Dilnavoz Shavkat qizi
Supervisor: Eshonqulova Sarvinoz Yashinovna
Annotatsiya:
Ushbu maqola zamonaviy chet tili oʻqitishda texnologiyaning
oʻzgartiruvchi rolini oʻrganadi. Unda raqamli vositalar va resurslar til oʻrganishni qayta
shakllantirishi, jalb qilish, shaxsiylashtirilgan taʼlim va haqiqiy materiallarga kirish uchun
yangi imkoniyatlar yaratish usullari koʻrib chiqiladi. Maqolada texnologiyalarni
qoʻllashning afzalliklari, masalan, talabalarning motivatsiyasini oshirish, kommunikativ
amaliyot uchun koʻproq imkoniyatlar yaratish va turli oʻquvchilar uchun qulaylikni
yaxshilash kabi jihatlar muhokama qilinadi. Shuningdek, u raqamli tafovut, samarali
oʻqituvchilarni tayyorlash zarurati va texnologiyadan foydalanish bilan anʼanaviy oʻqitish
usullari oʻrtasidagi muvozanatni saqlash muhimligi kabi potentsial muammolarni ham
koʻrib chiqadi. Til oʻrganish ilovalari, onlayn platformalar, virtual haqiqat va sunʼiy
intellekt kabi turli xil texnologik ilovalarni tahlil qilish orqali maqola 21-asr talabalari
uchun yanada samarali va qiziqarli til oʻrganish tajribasini yaratish uchun texnologiyadan
qanday foydalanish mumkinligi haqida tushunchalar beradi. Xulosa qilib aytganda,
texnologiyalar integratsiyasi til oʻrganish va madaniyatlararo kompetentsiyani chinakam
oshirishini taʼminlash uchun doimiy tadqiqotlar va tanqidiy baholash zarurligiga urgʻu
beriladi va texnologiyalar vositasida til oʻrganishning oʻquvchilarning mustaqilligi va
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ravonligiga uzoq muddatli taʼsirini oʻrganish boʻyicha keyingi tadqiqotlarga chaqiriq
qiladi.
Аннотация:
Эта статья исследует преобразующую роль технологий в
современном обучении иностранным языкам. В ней рассматривается, как цифровые
инструменты и ресурсы меняют подход к изучению языка, предлагая новые
возможности для вовлечения, персонализированного обучения и доступа к
аутентичным материалам. В статье обсуждаются преимущества внедрения
технологий, такие как повышение мотивации учащихся, расширение возможностей
для коммуникативной практики и улучшение доступности для различных учащихся.
Также рассматриваются потенциальные проблемы, включая цифровое неравенство,
необходимость эффективной подготовки учителей и важность поддержания баланса
между использованием технологий и традиционными методами обучения.
Анализируя различные технологические приложения, включая приложения для
изучения языка, такие как Duolingo, онлайн-платформы, такие как Zoom для
виртуальных обменов, и появляющийся потенциал чат-ботов с искусственным
интеллектом, статья дает представление о том, как технологии могут быть
использованы для создания более эффективного и увлекательного опыта изучения
языка для учащихся 21-го века. В заключение подчеркивается необходимость
постоянных исследований и критической оценки, чтобы гарантировать, что
интеграция технологий действительно улучшает усвоение языка и межкультурную
компетенцию, призывая к дальнейшим исследованиям долгосрочного влияния
технологически опосредованного обучения языкам на автономность и беглость
учащихся.
Abstract:
This article explores the transformative role of technology in modern
language teaching. It examines how digital tools and resources are reshaping language
learning, offering new opportunities for engagement, personalized instruction, and access
to authentic materials. The article discusses the benefits of incorporating technology, such
as enhanced student motivation, increased opportunities for communicative practice, and
improved accessibility for diverse learners. It also addresses potential challenges, including
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the digital divide, the need for effective teacher training, and the importance of maintaining
a balance between technology use and traditional teaching methods. By analyzing various
technological applications, including language learning apps, online platforms, virtual
reality, and artificial intelligence, the article provides insights into how technology can be
leveraged to create more effective and engaging language learning experiences for students
in the 21st century. It concludes by emphasizing the need for ongoing research and critical
evaluation to ensure that technology integration truly enhances language acquisition and
intercultural competence.
Keywords:
transformative role, digital tools, incorporating technology, authentic
materials, student motivation, traditional, online platforms, critical evaluation.
ACTFL strongly recommends that a language educator be responsible for the
planning, instruction, assessment, and facilitation of any language course, leveraging
technology to support language learning. Language instruction is best guided by language
educators rather than solely delivered via a computer program or by a non-content
specialist. Research does not support the isolated use of technology for acquiring a
language. Interaction with a language educator is critical to building spontaneous
interpersonal skills needed for real-world communication. Intercultural competence is best
acquired through human interactions and meaningful experiences facilitated through a
language educator. Educators use content knowledge, research-informed teaching
strategies, and effective technology applications to support language learning. Technology
can and should be used by language educators to enhance language instruction, practice,
and assessment, as articulated in the World-Readiness Standards for Learning Languages.
Through the purposeful use of technology:
Students read, listen to, and view authentic, engaging, and timely materials from the
target culture. Students practice interpersonal skills as they interact via video, audio, or text
in real-time with other speakers of the target language. Students collaborate on
presentational tasks with their peers or teacher, anytime, anywhere. Students work at their
own pace as they access online content and/or utilize computer adaptive programs
managed by their teacher. Students practice discrete skills with engaging online games and
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applications. Students benefit from differentiated instruction where multiple applications
can be used to assess students, assign varied tasks, track data, give real-time feedback, and
manage classrooms and lessons. The use of technology is not a goal in and of itself; rather
technology is one tool that supports language learners as they use the target language in
culturally appropriate ways to accomplish authentic tasks. Further, all language learning
opportunities whether facilitated through technology or in a classroom setting, should be
standards-based, instructor-designed, learner-centered, and aimed at developing
proficiency in the target language through interactive, meaningful, and cognitively
engaging learning experiences. ACTFL acknowledges a role for hybrid, online and
distance learning instructional models aligned with state and national standards and
facilitated by language educators. The development of technology is best driven by the
needs of the language learner, supporting the kinds of interactions our students need to
become college, career, life, and world-ready. With the advent of new technology, there
has been a drastic change in how language learning is done. Gone are the days when
students had to sit in front of a computer all day long to learn new words. Today, there are
a variety of tools and apps that can be used to help learners acquire new language skills.
One such tool is Duolingo, which is an app that offers a user a variety of different ways to
learn new vocabulary. The app has a built-in quiz system that helps learners test their
knowledge of the vocabulary. It also has a feature called “ Rewind ” that allows users to
go back and review previously learned material. Duolingo also has a study mode that
allows users to focus on learning specific areas of the language. Another app that is gaining
in popularity is Rosetta Stone . Rosetta Stone offers users a variety of different ways to
learn new language skills. One way that the app is popular is because it provides audio
pronunciations for every word in the language. This makes it easy for users to understand
what they are saying and helps to develop pronunciation skills. Technology is changing
the way we learn languages. We now have access to technologies that were once only
available to experts.
Thanks to artificial intelligence (AI), we can now learn languages quickly and
easily. AI can help us overcome some of our fears and struggles when learning languages.
For example, AI can help us learn vocabulary and grammar faster. AI can also help with
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pronunciation, helping us understand how to speak a new language correctly. In addition,
AI can be used in conjunction with other tools, such as flashcards or apps, to help you
improve your language skills even further. One of the most popular techniques in NLP is
the use of visualization. This involves using mental pictures to help you remember
information. For example, if you are learning how to ride a bike, you might use
visualization to imagine riding the bike in your dreams. This can help you to remember the
steps and get started on learning how to ride a bike. Another popular technique is
hypnotism. Hypnotism is used to change someone’s state of mind. For example, you might
use hypnosis to help someone relax or sleep better. Hypnotism can also be used for other
purposes, such as increasing your productivity or improving your memory. Last but not
least, NLP uses affirmations. Affirmations are positive statements that you repeat to
yourself over and over again. Affirmations can help to change your mindset and make sure
that you are taking action in your life in the best possible way.
REFERENCES
1. Chapelle, C. A. (2001). Computer applications in second language acquisition:
Foundations for teaching, testing and research. Cambridge University Press.
2. Egbert, J. (2005). CALL essentials: Principles and practice in CALL classrooms.
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3. Levy, M., & Stockwell, G. (2006). CALL dimensions: Options and issues in
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4. Warschauer, M. (2000). The changing global economy and the future of English
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5. Bates, A. W. (Tony). (2015). Teaching in a Digital Age: Guidelines for Designing
Teaching and Learning. BCcampus Open Education.
6. Hampel, R., & Stickler, U. (2005). New Technologies and Foreign Language
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7. Blake, R. J. (2013). Brave new digital classroom: Technology and foreign
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