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THE ONLINE FORUM AND OTHER E-TOOLS WHICH THEY INCLUDED IN
WRITING COMMUNICATIVE FRAMEWORK
Sh. Seytnazarova
Assistant teacher of the department of ‘Philology’ Nukus Innovation Institute,
Uzbekistan
https://doi.org/10.5281/zenodo.14172870
Abstract:
There have been numerous approaches to the teaching of writing in the history
of language teaching. These writing approaches have evolved with the development of different
approaches to teaching in general, which have in turn contributed to the changing role and
status of writing.
Key words:
The pedagogical approaches, Product, Process, Post-Process, Socio-cultural
and genre approaches, process-oriented writing.
There have been numerous approaches to the teaching of writing in the history of
language teaching. These writing approaches have evolved with the development of different
approaches to teaching in general, which have in turn contributed to the changing role and
status of writing [10;25]. The pedagogical approaches to second language writing emerged at
different times since 1960’s. They are Product, Process, Post-Process, Socio-cultural and genre
approaches which have contributed to the development of the writing pedagogy. The rise of the
process approach marks the beginning of a new era for second language writing pedagogy. The
traditional product-oriented view of writing which regards writing as linear and fragmented
procedure is thus contrary to the actual writing process. In process-oriented writing, writers
are able to make modifications to the written text or make changes in their original plans as
they review their writing.
Modern society places high demands on education and overall development of students.
So it requires an effectiveness of the assimilation program. Every child must be taught in a short
period of time to obtain process, evaluate and use in practice a large amount of information. It
is important to organize the learning process so that the child has to actively work with interest
and enthusiasm in the classroom, saw the fruits of their labor and could independently assess
them. [33; 18]
To help the teacher in addressing this challenge may blend the traditional teaching
methods and modern information technologies, including computer and using Internet
resources. Using a computer in the classroom enables the process of learning mobile strictly
differentiated, individual and interactive.
Modern computer combines the capabilities of your TV, VCR, books, calculator, phone,
and is a versatile tool that can simulate different language situations, it can quickly and
efficiently respond to inquiries and actions of the student. This method of learning is also very
attractive to teachers:
helps them to better assess the ability and knowledge of the child. It encourages the search
for new, non-traditional forms and methods of teaching, gives scope for pedagogical creativity.
So the computer does not replace teachers, but complements it by playing the role of a tool that
when used properly it greatly improves the efficiency of the pedagogical process.
With the advent of computer networks widely available in educational institutions and at
home students and teachers have gained the opportunity to quickly obtain the necessary
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information from any point on the globe. Through its global telecommunications network is
possible with instant access to global information resources.
There are several thousand files in English published Online, containing the training-
methodical and scientific information that allows you to organize operational advice, model
research activities, conduct virtual training sessions (workshops, lectures) in real time. With
through these sites, you can find a large number of materials to improve the writing skills that
will be a rich resource for learning.
Teachers are able to use materials of various domestic and foreign websites in
preparation for the English lesson. British Council carried out an internet survey of teachers to
find out: what Internet resources are often used in training. Among the most commonly used
teacher called chats, online dictionaries, blogs and virtual learning environments. 10% of
respondents do not use the Internet in the classroom.
If English teachers having trouble in using the Internet resources in the classroom and in
preparation for it, the site Media Awareness Network (http://www.media-
awareness.ca/english/teachers), you can find detailed lessons with a phased development,
identifying actions as well as materials for self-education and improvement of professional
skills of the teacher. The site contains articles by foreign trainers, practitioners working with
Internet technologies and developing their own courses. In addition, site developers and
consultants are ready to answer the any questions. The site has a special section for parents,
which examines issues such as the safety of children using the Internet, privacy, and ethics of
communication in virtual communities. The website teaches to analyze and evaluate the
information that we face when working on the Internet. An access to the site is free.
With the support of the British Council created a series of sites for teachers and for those
who are learning English. The website - Teaching English (http://www.teachingenglish.org.uk)
was specifically designed for teachers of English. There are articles of Methodists devoted to
teaching various aspects of the language. Community forum of students with teachers and
supervisors from around the world gives an opportunity to discuss any issues.
The site “write-site.athabascau.ca” is designed to assist students with academic writing
assignments. Students can use this service to receive feedback about the writing component –
organization, mechanics, grammar, and style – of an assignment before they submit it to a tutor
for marking. Write site is designed to help students develop their writing skills within the
context of course work over time. Coaches will help students identify individual patterns of
errors in their writing, and work with them on no more than three or four skills with each
submission.
There is also a good one “Writerscafe.org” which I describe it as an online community for
writers. If you wonder what other people would think of your writing or if you are looking for
some constructive criticism this site is suitable one. At writerscafe.org they offer several tools
for you to improve your writing. Readers can rate, review, and add notes to your writing. You
can track how readers rate your writing with their snazzy graphs. And the “share” buttons allow
you to send your writing to all your friends (both on WritersCafe.org and off). The most
important part of WritersCafe.org what it is: a friendly community where people – friends - can
offer advice, share ideas, and encourage you in your writing.
In WritersCafe.org you can create your particular group to use for your own purpose. As
for teachers it would be one of the best tools to operate with lessons. Carrying out my research
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I have found it as an effective way or approach using this kind of group where you can teach
your students within the classroom environment create a comfort, economize your time and
use it for your benefit. While creating the group you can select an audience as (everyone, teen,
adult) after putting your name. There are special genres or types of writing which you will use,
especially write and discuss in your group. You can choose who can post their comments who
cannot.
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