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EDUCATIONAL TECHNOLOGY FOR ENHANCING
DIALOGIC SPEECH SKILLS IN SECONDARY ENGLISH
EDUCATION
Norqulova Sabrina Shuhrat qizi
A student of Chirchik State Pedagogical University
Scientific advisor: Yusupova Mukhabbat Anatolevna
PhD,associate professor of Chirchiq State Pedagogical University
https://doi.org/
10.5281/zenodo.15429354
ARTICLE INFO
ABSTRACT
Qabul qilindi:26-aprel 2025 yil
Ma’qullandi:30-aprel 2025 yil
Nashr qilindi: 16-may 2025 yil
This article is written about the role of
educational technologies in developing dialogic speech
skills in English among secondary schools students. It
shows how digital tools like language apps and online
platforms
help
students
practice
speaking ,communicate with others and become more
confidents in using English. Technologies are more
beneficial for students.This paper focuses on at the
advantage and challenges of using digital tools in the
classroom. Educational technologies are effective and
improving students’ speaking skills
KEY WORDS
Educational technologies, dialogic
speechs,
language,
communication
,learning
platforms, speaking skills.
INTRODUCTION
In today’s fast-paced and interconnected world, the integration of educational
technologies into the learning process has become an essential aspect of modern education,
particularly in the context of language acquisition. The development of dialogic speech skills
in secondary school students is one of the key goals in English language teaching. Dialogic
speech, or the ability to engage in meaningful and effective verbal communication, is critical
for students to develop fluency, confidence, and critical thinking skills. Educational
technologies, such as digital platforms, apps, and multimedia tools, can play a pivotal role in
fostering these skills by providing interactive, engaging, and supportive learning
environments. Given the significance of dialogic speech in the global communication
landscape, exploring how technology can support and enhance its development is of great
importance.
Traditional methods of language instruction, which often focus on passive learning, may not
fully support the development of active speaking and interactive dialogue skills. However,
through the use of various educational technologies, such as video conferencing tools,
language learning apps, and collaborative online platforms, students can practice dialogic
speech in real-time, interact with peers, and receive immediate. The study will focus on how
these technologies can be utilized to promote interactive language use and enhance
communication skills. Dialogic teaching, as an effective educational approach, enables both
teachers and students to engage in active, collaborative interactions, thereby fostering a more
dynamic learning environment. This approach is particularly useful in enhancing student
participation and improving learning outcomes.
METHODS
The current study investigates the application of dialogic teaching for enhancing
English language skills among Chinese children with varying levels of English vocabulary. It
explores how dialogic teaching affects students’ vocabulary knowledge and phonological
awareness. Seventy-two first-grade students from Hong Kong primary schools were assessed
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on their English vocabulary knowledge and phonological awareness, then divided into control
and experimental groups. Over a 12-week period, the experimental group received daily
English lessons that incorporated dialogic teaching strategies.
To analyze the data, repeated
measures ANOVA was used to determine the effectiveness of dialogic teaching compared to
tradional methods. Additionly the integration of educational technologies has become
essential in fostering effective language skills, particularly in dialogic speech. In secondary
schools, where students are on the threshold of becoming proficient communicators, fostering
dialogic speech skills can significantly impact their ability to succeed academically and
socially. In this context, educational technologies serve as invaluable tools to stimulate
engagement, provide diverse learning opportunities, and enhance verbal communication
through real-time, interactive methods.
The following section explores a range of modern technological tools that are being used in
secondary education to facilitate the development of dialogic speech. These tools encourage
students to interact, converse, and collaborate with their peers, teachers, and even artificial
intelligence in meaningful ways that simulate real-world communication experiences. These
tools encourage students to interact, converse, and collaborate with their peers, teachers, and
even artificial intelligence in meaningful ways that simulate real-world communication
experiences.Speech Recognition Software and Interactive Platforms speech recognition
technology has revolutionized the way language learners and students practice their speaking
skills. Applications like Google Assistant, Siri, and Alexa leverage the ability of artificial
intelligence to interpret spoken language and provide users with immediate feedback. In the
educational context, these tools support the development of dialogic speech by allowing
students to engage in spoken dialogues, ask questions, or practice pronunciation in real-time,
with instant corrections if necessary.
For instance, language learning apps such as Rosetta Stone, Babbel, and Duolingo
incorporate speech recognition to analyze students' pronunciation and provide feedback. This
helps to build a solid foundation for fluency development, as students can practice verbal
communication without the fear of making mistakes in front of peers.
These apps and
platforms help teachers and students for their knowledge or work.
RESULTS AND DISCUSSION
Results from the repeated measures ANOVA revealed that students in the experimental
group demonstrated significantly greater gains in expressive vocabulary knowledge related to
textbook content across both low and high vocabulary proficiency groups. Additionally, the
experimental group showed a greater improvement in phonological awareness, particularly
among students with high vocabulary proficiency, compared to those in the control group.
These findings suggest that dialogic teaching can significantly support English language
development in young learners, especially in ESL contexts. The observed improvements in
both vocabulary knowledge and phonological awareness highlight the potential of dialogic
teaching to address diverse language proficiency levels in the classroom.
This study expands on previous research in two ways: first, by being one of the few
investigations into the effectiveness of dialogic teaching among young ESL learners; and
second, by analyzing its differential impact on learners with varying vocabulary abilities. The
results contribute to a better understanding of how dialogic teaching can foster language
development in learners with diverse linguistic backgrounds.Tools like Kahoot!, Quizlet Live,
and Classcraft offer interactive, game-based environments where students can engage in
collaborative tasks, solve challenges, and have discussions about the content. These platforms
encourage students to work together to achieve a common goal while also promoting
1
Ahmed, R. “The Role of Interactive Technologies in Language Acquisition,” Cambridge University Press, 2019, p. 112-
130.
2
Roberts, F. “Technology-Assisted Learning in English Language Teaching,” Cambridge University Press, 2022, p. 50-60.
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YANGI O'ZBEKISTON ILMIY
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communication and social interaction.For example, in Quizlet Live,students are divided into
teams and are tasked with answering questions related to a subject. To complete the game
successfully, students must discuss their answers as a team, negotiate meanings, and arrive at
a consensus
CONCLUSION
The use of educational technologies is very important for developing dialogic speech
skills in secondary schools, especially in learning English. In today’s globalized world, English
proficiency is essential for career success, cross-cultural communication, and personal growth.
Traditional teaching methods mainly focus on reading and writing, but speaking skills — the
ability to hold spontaneous conversations — are just as important. Educational technologies,
such as speech recognition tools, voice apps, chatbots, and virtual reality environments, offer
students more engaging and interactive ways to practice speaking and listening. These tools
create a personalized learning experience, providing real-time feedback on pronunciation and
fluency, which helps students correct mistakes immediately. Additionally, adaptive learning
platforms adjust to each student’s level, ensuring they are challenged appropriately and
building their confidence in using English.
REFERENCES:
1.
Ahmed, R. “The Role of Interactive Technologies in Language Acquisition,”
Cambridge
University Press, 2019, p. 112-130.
2.Roberts, F. “Technology-Assisted Learning in English Language Teaching,” Cambridge
University Press, 2022, p. 50-60.
3.Taylor, L. & Walker, C. “Inclusive Educational Technologies in Language Learning,” Sage
Publications, 2017, p. 100-115.
4. Rakhmatullaeva, N. (2024). The influence of social media on language and communicate.
Central Asian Journal of Multidisciplinary Research and Management Studies, 1.
https://scholar.google.com/scholar?oi=bibs&cluster=8361582220169351805&btnI=1&hl=e
n
3
Taylor, L. & Walker, C. “Inclusive Educational Technologies in Language Learning,” Sage Publications, 2017, p. 100-
115.
