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0Oriental Renaissance: Innovative, educational, natural and social sciences
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CREATING A COLLABORATIVE ENVIRONMENT FOR STUDENTS TO LEARN ENGLISH SIGNIFICANTLY AND ENHANCE THEIR LANGUAGE ACQUISITION AND INTERPERSONAL SKILLS
Khurshidabonu Tilovatova,
Karshi State University Philology and Language Teaching (English) The course is a 3rd year student tilovatovabonu@gmail.com +998908770301
ANNOTATSIYA
Globallashib borayotgan dunyoda ingliz tilini bilish akademik va professional muvaffaqiyat uchun zarurdir. Ushbu maqola talabalar o'rtasida ingliz tilini o'rganishni kuchaytirish uchun sinfda hamkorlik muhitini yaratishning ahamiyatini o'rganadi. Tengdoshlar bilan muloqot va jamoaviy ishtirokning afzalliklarini ta'kidlab, biz o'qituvchilar hamkorlikni rivojlantirish uchun amalga oshirishi mumkin bo'lgan turli strategiyalarni aniqlaymiz. Ushbu strategiyalar guruh faoliyati, tengdoshlar bilan o'qitish, hamkorlikdagi loyihalar, muhokama guruhlari va texnologiya integratsiyasini o'z ichiga oladi. Bundan tashqari, biz qo'llab-quvvatlovchi o'quv muhitini yaratish uchun madaniy almashinuv, konstruktiv fikr-mulohazalar va muvaffaqiyatlarni nishonlash muhimligini ta'kidlaymiz. Oxir oqibat, bu hamkorlikdagi yondashuv nafaqat til ko'nikmalarini yaxshilaydi, balki muhim shaxslararo qobiliyatlarni rivojlantiradi, talabalarga o'zlarining lingvistik sayohatlarida ishonch va chidamlilik bilan harakat qilish imkoniyatini beradi.
Kalit so'zlar: hamkorlikda o'rganish, ingliz tilini o'zlashtirish, tengdoshlar bilan muloqot, guruh faoliyati, hamkorlikda ta'lim, tilni bilish, sinfda ishtirok etish, madaniy almashinuv, konstruktiv fikr-mulohazalar, texnologiya integratsiyasi, ijtimoiy o'rganish, jamoaviy ish .
ABSTRACT
In an increasingly globalized world, proficiency in English is essential for academic and professional success. This paper explores the significance of creating a collaborative environment in the classroom to enhance English language learning among students. By emphasizing the benefits of peer interaction and collective engagement, we identify various strategies that educators can implement to foster collaboration. These strategies include group activities, peer teaching, collaborative projects, discussion groups, and the integration of technology. Additionally, we highlight the importance of cultural exchange, constructive feedback, and celebrating successes to build a supportive learning atmosphere. Ultimately, this collaborative
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approach not only improves language skills but also cultivates essential interpersonal abilities, empowering students to navigate their linguistic journey with confidence and resilience.
Keywords: Collaborative learning, english language acquisition, peer interaction, group activities, cooperative education, language proficiency, classroom engagement, cultural exchange, constructive feedback, technology integration, social learning,teamwork.
В мире, который становится все более глобализированным, знание английского языка имеет важное значение для академического и профессионального успеха. В этой статье исследуется значение создания среды сотрудничества в классе для улучшения изучения английского языка среди учащихся. Подчеркивая преимущества взаимодействия со сверстниками и коллективного участия, мы определяем различные стратегии, которые преподаватели могут реализовать для развития сотрудничества. Эти стратегии включают групповую деятельность, взаимное обучение, совместные проекты, дискуссионные группы и интеграцию технологий. Кроме того, мы подчеркиваем важность культурного обмена, конструктивной обратной связи и празднования успехов для создания благоприятной атмосферы обучения. В конечном счете, этот совместный подход не только улучшает языковые навыки, но и развивает важные межличностные способности, давая учащимся возможность уверенно и стойко ориентироваться в своем лингвистическом путешествии.
Ключевые слова: совместное обучение, изучение английского языка, взаимодействие со сверстниками, групповая деятельность, совместное обучение, знание языка, участие в классе, культурный обмен, конструктивная обратная связь, интеграция технологий, социальное обучение, работа в команде.
INTRODUCTION
In today's interconnected world, the ability to communicate effectively in English is more important than ever. For many students, mastering this global language can be a daunting task. However, creating a collaborative environment in the classroom can significantly enhance the learning experience, making it more engaging and effective. Here, we explore various strategies to foster collaboration among students as they learn English. Collaboration promotes active participation, allowing students to engage with their peers and practice their language skills in real-
АННОТАЦИЯ
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time. When students work together, they can share ideas, correct each other's mistakes, and build confidence. This social interaction not only helps them improve their English proficiency but also develops essential interpersonal skills that are crucial in both academic and professional settings.
ANALYZES AND RESULTS
Group Activities, pair and share, have students pair up to discuss a topic, share ideas, or practice dialogues. Group activities are an excellent way to encourage collaboration. Techniques such as **Pair and Share** allow students to discuss topics in pairs, promoting dialogue and practice. **Jigsaw Reading** is another effective method where students read different sections of a text and then come together to share their understanding. This not only enhances comprehension but also encourages teamwork. Peer teaching empowers students to take ownership of their learning. By teaching vocabulary or grammar points to one another, students reinforce their own knowledge while helping their classmates. This reciprocal teaching model fosters a sense of community and collaboration. Assigning group projects can be a game-changer in creating a collaborative environment. Whether it's a presentation, poster, or video project, working together allows students to combine their strengths and learn from one another. Utilizing digital tools like Google Slides or Padlet can enhance this experience by enabling real-time collaboration. Forming small discussion groups around various topics encourages students to express their thoughts and opinions in English. Rotating groups regularly exposes students to diverse perspectives and language use, enriching their learning experience. Pairing students with different proficiency levels creates a supportive learning atmosphere. More advanced students can guide beginners, providing them with the encouragement they need to practice speaking without fear of making mistakes. Language games that require teamwork can make learning fun and engaging. Activities like word bingo, charades, or scavenger hunts with English language clues not only promote collaboration but also reinforce vocabulary and grammar in an enjoyable way. Creating a culture of constructive feedback allows students to learn from one another. Regular feedback sessions encourage students to provide input on each other's language use, fostering mutual respect and support. Incorporating elements from different cultures represented in the classroom enriches the learning experience. Students can share stories, traditions, or even cook together, fostering an appreciation for diversity while practicing their English skills.Utilizing online platforms for collaborative writing or discussions can enhance engagement. Forums
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or social media groups focused on English learning provide students with additional opportunities to practice outside the classroom.
LITERATURE ANALYSIS
Peer Teaching and Learning, encourage students to teach each other through pair or group activities, promoting active engagement. Johnson, D. W., & Johnson, R. T. (1999). "Learning Together and Alone: Cooperative, Competitive, and Individualistic Learning". Allyn & Bacon.
Group Projects, assign projects that require collaboration, such as creating presentations or writing stories together. Harmer, J. (2015). "The Practice of English Language Teaching" (5th ed.). Pearson Education Limited. Discussion Circles, use discussion circles to facilitate open dialogue among students on various topics, allowing them to practice speaking and listening skills. Kramsch, C. (1993). "Context and Culture in Language Teaching". Oxford University Press.
Use of Technology, incorporate online collaborative tools (e.g., Google Docs, forums) where students can work together on assignments and share resources. Siemens, G. (2005). "Connectivism: A Learning Theory for the Digital Age". International Journal of Instructional Technology and Distance Learning, 2(1), 3-10. Feedback Mechanisms, implement structured peer feedback sessions where students can give and receive constructive criticism on their work. Hattie, J., & Timperley, H. (2007). "The Power of Feedback". Review of Educational Research, 77(1), 81-112. Cultural Exchange Activities Organize activities that allow students to share their cultural backgrounds, fostering respect and understanding while practicing English. Freire, P. (1970). "Pedagogy of the Oppressed " Continuum. Role-Playing and Simulations. Use role-playing exercises to simulate real-life situations where students must communicate in English collaboratively. Dornyei, Z. (2001). "Motivational Strategies in the Language Classroom". Cambridge University Press.
CONCLUSION
Creating a collaborative environment for students to learn English is not just about enhancing language skills; it's about building a supportive community where learners can thrive together. By implementing these strategies, educators can foster an atmosphere of cooperation, engagement, and mutual respect, ultimately leading to more effective language acquisition and personal growth for all students involved. In this way, collaboration becomes not only a tool for learning but also a vital component of the educational experience itself.
Research BIB / Index Copernicus
REFERENCES
1. Johnson, D. W., & Johnson, R. T. (1999). "Learning Together and Alone: Cooperative, Competitive, and Individualistic Learning". Allyn & Bacon.
2. Harmer, J. (2015). "The Practice of English Language Teaching" (5th ed.). Pearson Education Limited.
3. Kramsch, C. (1993). "Context and Culture in Language Teaching". Oxford University Press.
4. Siemens, G. (2005). "Connectivism: A Learning Theory for the Digital Age". International Journal of Instructional Technology and Distance Learning, 2(1), 3-10.
5. Hattie, J., & Timperley, H. (2007). "The Power of Feedback". Review of Educational Research, 77(1), 81-112.
6. Freire, P. (1970). "Pedagogy of the Oppressed " Continuum.
7. Dornyei, Z. (2001). "Motivational Strategies in the Language Classroom". Cambridge University Press.
8. Xurshidabonu Tilovatova MASTERING THE ENGLISH LANGUAGE: OVERCOMING COMMON CHALLENGES
https://farspublishers.com/index.php/fars/article/view/959
