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21Oriental Renaissance: Innovative, R VOLUME 1 | ISSUE 5
educational, natural and social sciences (~) ISSN 2181-1784
Scientific Journal Impact Factor SJIF 2021: 5.423
DEVELOPING LANGUAGE SKILLS WITH THE HELP OF TASKS FOR THE INTERACTIVE WHITE BOARD (IWB)
Azimova(Rizayeva)Mohira Zabihilla kizi Master's degree in Linguistics and English Literature Uzbek State University of World Languages
Abstract: This article is devoted to the developing language skills with the help of tasks for the IWB according to modern requirements. As we know, nowadays the interactive whiteboard (IWB) is becoming in educational equipment in the developmental of technologies century. It affects learning in different ways. It includes raising the level of student's engagement in a classroom, motivating and promoting possession for learning. It supports many different learning styles and used in a variety of learning surroundings, including those catering to students with hearing and visual impairments. Additionally, it shows that designing lessons with IWB helps to educators streamline their preparation, it is more efficient in their ICT integration and increase their productivity overall. The research was carried out as a quantitative study of classroom observations, with the aim of counting teacher-initiated interactions in the classroom as a measure of teacher-centeredness. The article comes to the conclusion that IWBs is a tool that can be used in a way that is suitable for today's approaches to pedagogy.
Keywords: Interactive White Board, EFL, ICT
Аннотация: Статья посвящена развитию языковых навыков с помощью
заданий для интерактивной доски в соответствии с современными
требованиями. Как известно, в настоящее время интерактивная доска (IWB)
становится частью образовательного оборудования в век развития
технологий. Это влияет на обучение по-разному. Он включает в себя
повышение уровня вовлеченности учащихся в классе, мотивацию и поощрение
одержимости для обучения. Он поддерживает множество различных стилей
обучения и используется в различных учебных средах, в том числе для учащихся
с нарушениями слуха и зрения. Кроме того, это показывает, что разработка
уроков с помощью интерактивной интерактивной доски помогает
преподавателям упростить их подготовку, более эффективно интегрирует их
с ИКТ и повышает их продуктивность в целом. Исследование было проведено
как количественное исследование наблюдений в классе с целью подсчета
инициированных учителем взаимодействий в классе как меры
сосредоточенности на учителе. В статье делается вывод, что
интерактивные доски - это инструмент, который можно использовать
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таким образом, чтобы это соответствовало сегодняшним подходам к педагогике.
Ключевые слова: интерактивная белая доска, ББЬ, 1СТ.
The concept of developing international language teaching with the technologies are in permanent progression. New knowledge becomes outdated very quickly. Moreover, new approaches to learning are important for the formation of a successful language personality. The IWB proved to be an exciting and fun bit of technology to integrate. As Bacon's definition of it affects learning in several ways, including raising the level of student engagement in a classroom, motivating students and promoting enthusiasm for learning (Bacon, 2011). It supports many different learning styles and are used in a variety of learning environments. With the designing lessons through IWB helps educators streamline their preparation, be more efficient in their ICT integration and increase their productivity overall. It indicates that notes taken on an interactive whiteboard can play a key role in the student review process, leading to higher levels of student attendance, it helps with the presentation of new cultural and linguistic elements. E.S. Krasnozhonova says, in her article "The using of IWB during the foreign language lessons" it has advantages of using interactive teaching methods, namely the use of IWB for teaching different types of language activities. So, when teaching grammar, you can use multicolor pencils, which help to highlight the main thing and draw attention to it (for example, when differentiating verb forms, when specifying the place of the auxiliary verb, etc.). When teaching vocabulary skills, the wide possibilities are provided by the dice image tool, or by the clone function, which helps to organize the speech situation and play it during the process of learning. When teaching listening, an interactive whiteboard can be very useful for showing flash animation with spoken text.
The research process used the methods of objectivity, logic, analysis and synthesis of scientific knowledge. During this study, the importance of developing interactive learning skills was objectively revealed. Today, the steps of teaching Boom taxonomy to students using innovative technologies have been explored in a logical sequence.
Solvie investigates the correlation between the use of an IWB as a delivery equipment for literacy instruction in a first-grade classroom and student attention to and participation in the literacy lessons. According to her research found: The IWB is
INTRODUCTION
REFERENCES AND METHODS
DISCUSSION AND RESULTS
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novel and creates enthusiasm for learning on the part of the students as evidenced in remarks made during the lessons presented using its and during individual student interviews, such as "I like touching the Interactive White Board," "my finger is magic," "I like when the lines get different," "it's a lot easier using the interactive whiteboard, but I don't know why," and "the board is magic." Students engage when they actually touch its or manipulate text on it. In 2004, Solvie focused her research on Interactive White Boards, she reported, "It engages her primary students in literacy learning. She was able to interact with the class, demonstrating, modeling and manipulating what was on the board by touch. She was not confined to, or focused on, a computer that separated me from the class. Visual display in the form of diagrams, webs and pictures, as well as use of colors and shapes to highlight text, prompted engagement." Additionally, U.S. research focusing on middle-school students and teachers, and their attitudes towards IWB indicates a strong preference for the use of it's in the classroom. According to Reed's study, students' initial responses to use of an interactive whiteboard during classes. It allows members of the group to ask and hear others' questions and reactions before starting tasks individually. Other researchers have also found correlations between interactive whiteboards and student-teacher engagement. Ball details the increase potential for teachers to concentrate on student responses during lessons where IWB is used, and Cunningham points to the benefits of the fast-paced, engaging IWB classroom. Edward also highlights in class opportunities of that the flexibility of IWB allows students and teachers. According to Latham's definition in 2002, teacher-focused research finds "two-thirds of the teachers felt that the IWB offered strategies for teachers to develop interactive teaching. One-third stated that pupils from all ability groups were now more willing to take part in lessons." In 2003 Kate indicated that teaching with Interactive White Boards is "more fun, more engaging, more exciting and is impacting on the enjoyment, speed and depth of learning".
The analysis of this article was carried out as a quantitative study of classroom observations. The aim of this article has been to research how the IWBs are utilized in English teaching and whether this encourages a teacher centred form of teaching. It was done around the classroom observations. A number of English lessons held by different teachers were observed, both in a school where IWBs are used and a school where they are not, in order to provide a reference for comparison. The lessons were merely observed by the author; there was no active author participation in the lesson. An advantage of performing observations as an "outsider" in the classroom is that it gives an opportunity to study details that the teachers may not be aware of themselves.
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The observations were done in order to calculate the interaction in lessons using the IWB, then comparing this number to lessons where the board is not used. The tool that was used for counting interaction in the classroom was Sinclair and Coulthard's explained model for discourse analysis. By using this model, it is possible to arrive at an actual number to the interaction, in order to be able to either support or discard the hypothesis.
The aim of this article is to examine whether IWBs encourage a transmission-based form of teaching. To do this, the Sinclair and Coulthard model for discourse analysis was used as a reference tool to count the interaction in the classroom. If IWBs encourage a teacher-centered form of teaching the number of teacher initiated interaction, would be higher in classrooms where an IWB is used compared to non-IWB equipped classrooms. The results of this study show a slightly higher average number of IRF exchanges during lessons where the IWB was used. However, this difference is not enough to prove that IWBs encourage a transmission form of teaching. Seeing as the number of IRF exchanges varied with each lesson one needs to examine the contents of each lesson and compare them to the number of IRF exchanges. By doing this one would find out what types of activities lead to teacher-centeredness and how, or if, the IWB affects this. Each lesson consisted of a number of transactions, which included different activities and sometimes different subject areas. The highest number of exchanges within one transaction is the same both for when the IWB is used and when it is not, proving that transmission based activities occurs in classrooms without an IWB as well. The most common types of exercise during these transmissions based activities were grammar or vocabulary exercises, like translating words or sentences. Teachers used the board for demonstrating grammatical structures and writing examples of difficult words. Non-transmission based activities included the students working individually with a book, a sheet of paper or an iPad. In IWB equipped classrooms there were also student centered activities that were focused round the board. Judging from these results, it can come to the conclusion that the IWB is not to blame for teacher-centeredness in the classroom. When comparing the results from this study, there are a number of factors which one needs to take into account that might have affected the results. The students today have grown up with using technology their whole life; they are digital natives. Teaching to digital natives means that there is a need for integrating technology in the classroom. This means that ICT tools are not only useful, they are necessary. The interactive white board has potential of becoming a tool that reaches the stage of normalization in the classroom. This could be compared to personal
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computers which are common in most classrooms. Computers have become a regular and given part of teaching, which was not the case just a few years ago. Seeing as the IWB can be used in several interactive ways, serving as a help for language learning (and other subjects as well), there are reasons to believe that an IWB could become a natural part of classrooms as well. Going back to the discussion about digital natives, teachers that themselves are digital immigrants could feel discouraged to use ICT tools, but they need to be aware of the fact that they are teaching to digital natives which requires an investment in time to keep up with the technology. It seems to be an investment worth making for the future. Contrary to some belief, there are ways in which to use the IWBs that encourage a collaborative, modern, form of teaching. This article has shown ways for which the IWB can be used that is suitable for today's approaches to pedagogy. Furthermore, it is a device suitable for the modern classroom. Many schools today invest in personal computers or tablets for their students. They are used for 30 writing, researching as well as reading. Teachers use different media in their teaching, such as blogs, email and social media that can connect students to other parts of the world outside of the classroom. The IWB allows teachers and students to connect these devices and media. Investing money in an interactive white board, and investing time for teachers to learn collaborative ways of using it, could mean investing in a device that can become a natural center of today's classrooms.
All in all, this article proves that the present study the IWB is effectual in developing EFL student's achievements in writing and boosting their attitudes towards writing and towards the use of IWB in writing classrooms at education system. Indeed, the all of the four skills act which used to entail much apprehension and challenge for EFL students became an interesting and stress free task after using the IWB instruction. Thus, integrating IWB in successful in resolving one of the serious problems that students suffer from. However, it is worth to mention that to attain optimal learning outcomes, IWB should be properly integrated in the teaching/learning process in a way that promotes interaction and collaboration among students, addresses diverse individual learning needs and enables students to perform at the referential level as well as the inferential one. In other words, IWB becomes efficacious when used with clear-cut objectives and well-designed tasks and parallel to an appropriate pedagogy.
CONCLUSION
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REFERENCES
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2. Allen, A. (2010). Interactive Whiteboard Evaluation. Retrieved March 23, 2011, from www.mirandanet.ac.uk/pubs/SMARTBoard.htm.
3. Bacon, D. (2011). The interactive whiteboard as a force for pedagogic change.
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4. Krasnozhenova E.S. The use of interactive whiteboard during foreign language lessons. // Foreign languages. № 9, 2017. Pp. 28-32.
5. Bax, Stephen. 2006. Interactive white boards watch this space. IATEFL CALL Review, summer 2006:5-7.
6. Saltovskaya G.N. Theoretical foundations of new technologies of teaching foreign languages // Materials of VIII international scientific-methodical symposium. Pyatigorsk, 2016. Pp. 192-197.
