0Chirchik State Pedagogical University Current Issues of Modern Philology and Linguodidactics
Staatliche Pädagogische Universität Chirchik Aktuelle Fragen der modernen Philologie und Linguodidaktik
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EXPLORING REAL-WORLD APPLICATIONS OF PAIR AND GROUP WORK IN ENGLISH LANGUAGE TEACHING
Makhbuba Sanjarbekovna Mukhidinova
Student, Chirchik state pedagogical university muhidinovamahbuba0 5 @gmail .com
Scientific adviser: Elvina Reshatovna Kenjali
An EFL teacher, Chirchik state pedagogical university kenjelya18@gmail.com
ABSTRACT
This article explores the practical use of pair and group work in English Language Teaching (ELT). Drawing from recent research and pedagogical insights, it examines the benefits, challenges, and best practices associated with these strategies. Through a review of literature and empirical evidence, it discusses innovative approaches for integrating pair and group work into diverse ELT contexts, considering factors like learner proficiency and cultural backgrounds. Emphasizing the development of 21st-century skills, it highlights the role of collaborative learning in enhancing language proficiency and communicative competence.
Keywords: pair work, group work, instruction, technology, feedback, modern education, conversation, technology, collaboration.
АННОТАЦИЯ
Эта статья исследует практическое использование пары и групповой работы в преподавании английского языка (ELT). Опираясь на недавние исследования и педагогические знания, он исследует преимущества, проблемы и передовую практику, связанную с этими стратегиями. С помощью обзора литературы и эмпирических доказательств, он обсуждает инновационные подходы для интеграции пары и групповой работы в различных контекстах ELT, учитывая такие факторы, как навыки учащихся и культурного происхождения. Акцентируя внимание на развитии навыков XXI века, он подчеркивает роль совместного обучения в повышении языковой компетентности и коммуникативной компетенции.
Ключевые слова: паровая работа, групповая работа, инструкция, технология, обратная связь, современное образование, разговор, технологии, сотрудничество.
April 23-24, 2024
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Chirchik State Pedagogical University Current Issues of Modern Philology and Linguodidactics
Staatliche Pädagogische Universität Chirchik Aktuelle Fragen der modernen Philologie und Linguodidaktik
^hjrchiqdavlat^edagGgika^niversiteti^^^^^^^Za
Introduction
In connection with the trends of the modern educational process, teachers, especially English language teachers, are faced with the task of forming universal educational actions. Students must learn to assimilate new knowledge, skills, and competencies self-determiningly. To achieve this goal, it is crucial to incorporate communicative universal learning activities as a key component in the curriculum. Communicative universal learning activities occupy an essential place in the learning process of schoolchildren and teenagers, for which interpersonal communication is one of the leading activities. Therefore, many people talk about the effectiveness of using group forms of work in the lesson, an effective way to activate students as active participants in their own education and cognitive development.
Literature review and methodology
According to numerous studies, pair-work is one of a highly effective interaction patterns utilized in the modern language classroom, such as English as a second language (ESL) or English as a foreign language (EFL). It has been proven by many researchers that students are more inclined to engage in complex conversations with each other rather than with their teachers. (Tsui, 1995) [6]. As reported by Phipps (1999, p. 1), "working with a partner is much less intimidating than being singled out to answer in front of the class, and it brings a realistic element into the classroom by simulating the natural conversational setting". [7] The primary goal of teaching English is to equip students with the ability to use the language effectively, both in speaking and writing. As teachers, we cannot determine if students are using the language correctly unless they produce it, either verbally or in written form.
The study conducted by Yunisrina and Achmad (2014) depicts that in an experiment where 16 students were divided into pairs where one of the students was stronger than the other to consider their interactions and also see if the desire to improve their skills in this language, six pairs out of eight coped, and there was also observed how a stronger student pushes a less strong one to talk. [1].
However, the other couples were not doing so well in this experiment because they were native speakers of the same language and mostly used their native language to communicate, most likely to make it easier for a weaker student, sometimes this method may not be very effective. In such situations, when working in pairs becomes unproductive, it is recommended to alternate pairs to strengthen the exchange of information and the distribution of roles so that the student cannot accept a job from his couple. In conclusion, it is said that the selection of the method of conducting this practice should also be based on the individual characteristics of the students.
April 23-24, 2024
58
Chirchik State Pedagogical University Current Issues of Modern Philology and Linguodidactics
Staatliche Pädagogische Universität Chirchik Aktuelle Fragen der modernen Philologie und Linguodidaktik
Moreover, a study by Johnson and Johnson (1999) examined the effectiveness of cooperative learning strategies, including pair/group work, in promoting academic achievement in English and social skills among students. [5] Even though in these studies multifarious benefits of pair/group work in language learning were highlighted, there was still some challenges identified, a standard example is unequal participation or individual accountability.
However, if we evaluate this program as a whole, it is noticeable that its advantages outweigh its disadvantages.
Results and dicsussions
Advantages. Overall, pair and group work offers a dynamic and interactive approach to English language teaching, allowing students to actively engage with the language and each other, leading to enhanced language proficiency and communication skills.
Conversation practice: Pair and group work provide students with opportunities to engage in authentic conversations, allowing them to practice their speaking and listening skills in a natural setting. This can help improve fluency, pronunciation, and overall communication skills.
Collaborative learning: Pair and group work encourage collaboration among students, fostering a sense of community and teamwork in the classroom. Students can work together to solve problems, complete tasks, and share ideas, which can enhance their critical thinking and problem-solving skills.
Peer feedback: Pair and group work enable students to provide feedback to their peers, helping them to improve their language skills through constructive criticism and suggestions. This can also boost students' confidence and motivation to learn.
Cultural exchange: Pair and group work allow students to interact with classmates from different cultural backgrounds, providing them with a valuable opportunity to learn about other cultures and perspectives. This can help promote intercultural understanding and communication skills.
Task-based learning: Pair and group work are often used in task-based learning activities, where students work together to complete a specific task or project. This can make learning more engaging and meaningful for students, as they apply their language skills in real-life situations.
Role-playing and simulations: Pair and group work can be used for role-playing activities and simulations, where students take on different roles and scenarios to practice language in context. This can help improve students' language fluency, creativity, and empathy.
April 23-24, 2024
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Chirchik State Pedagogical University Current Issues of Modern Philology and Linguodidactics
Staatliche Pädagogische Universität Chirchik Aktuelle Fragen der modernen Philologie und Linguodidaktik
Chirchiq davlat pedagogika universiteti Zamonaviy filologiya va lingvodidaktikaning dolzarb masalalari
Increased student engagement: Pair and group work can make language learning more engaging and enjoyable for students, as they have the opportunity to interact with their peers, share ideas, and collaborate on tasks. This active participation can help maintain students' interest and motivation in learning English.
Personalized learning: Pair and group work allow for more personalized learning experiences, as students can work at their own pace, receive individualized feedback from their peers, and tailor their language practice to their specific needs and interests. This can lead to more effective language acquisition and skill development.
Social skills development: Pair and group work provide students with the chance to develop important social skills, such as communication, cooperation, empathy, and conflict resolution. These skills are essential not only for language learning but also for success in various personal and professional contexts.
Confidence building: Pair and group work can help boost students' confidence in using English, as they have the opportunity to practice speaking and listening in a supportive and non-threatening environment. Regular interaction with classmates can help students overcome shyness or fear of making mistakes, leading to increased self-assurance in using the language.
Peer support and motivation: Pair and group work create a sense of community and camaraderie among students, fostering a supportive learning environment where they can help each other, share resources, and motivate one another to achieve their language learning goals. This peer support can be instrumental in enhancing students' language skills and overall learning experience.
Disadvantages. Unequal participation: Some students may not contribute equally to the group work, leading to uneven distribution of workload and potential resentment among group members.
Lack of individual accountability: In group work, it may be difficult to assess each student's individual contribution and understanding of the material, which can make it challenging to assign grades fairly.
Personality clashes: Group work may lead to conflicts among students with different personalities, work styles, and communication preferences, which can hinder collaboration and negatively impact the learning experience.
Language dominance: In pair/group work, more proficient English speakers may dominate the conversation, leaving less proficient speakers feeling marginalized or reluctant to participate.
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April 23-24, 2024
Chirchik State Pedagogical University Current Issues of Modern Philology and Linguodidactics
Staatliche Pädagogische Universität Chirchik Aktuelle Fragen der modernen Philologie und Linguodidaktik
Chirchiq davlat pedagogika universiteti Zamonaviy filologiya va lingvodidaktikaning dolzarb masalalari
Dependency on others: Some students may become overly reliant on their peers to complete tasks or provide answers, which can hinder their own language development and problem-solving skills.
Time management issues: Coordinating schedules and ensuring that all group members are available to meet and work together can be challenging, especially if students have conflicting commitments or priorities.
Limited opportunities for individual practice: Pair/group work may not provide enough opportunities for students to practice speaking, listening, reading, and writing skills on their own, which are essential for language development.
Evaluation challenges: Assessing the performance of individual students in pair/group work can be complex and subjective, as it may be difficult to determine the extent of each student's contribution to the final outcome.
Conclusion
In conclusion, real-world applications of teamwork and collaborative tasks in learning the English language, such as topic discussions or joint projects, influence students rather positively than negatively. By embracing this type of method, educators and mentors can assist students in enhancing their English knowledge as well as create an inclusive, vibrant, and enchanting classroom atmosphere. One more point, this valuable instructional strategy can benefit in various ways: providing opportunities for authentic practice, social interaction, and cultural exchange, to be more precise, expanding their common knowledge or improving interpersonal skills. Additionally, team-based activities and peer-to-peer communication require students to collaborate with their peers to achieve a common goal. This collaboration involves negotiating ideas, sharing responsibilities, and working together toward a shared outcome, which strengthens their communication, teamwork skills, and conflict-resolution skills. Ultimately, cooperative work embraces adjustability, flexibility, and a dedication to meeting the varied requirements of students. However, it is important to consider factors such as group dynamics, individual student needs, and specific learning objectives when implementing collaborative learning activities.
REFERNCES
1. Achmad, D and Yusuf, U.Q. Observing Pair-Work Task in an English Speaking Class, https://www.e-iii.net/dosyalar/iii 2014 1 11.pdf. pp. 1-4. 2014.
2. Kenjali, E.R, Abduramanova, D. V. Важность внедрения инновационных технологий в обучении чтению и письму как один из актуальных методов преподавания иностранного языка в современном мир. Innovative Technologies
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Chirchik State Pedagogical University Staatliche Pädagogische Universität Chirchik Chirchiq davlat pedagogika universiteti
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Current Issues of Modern Philology and Linguodidactics Aktuelle Fragen der modernen Philologie und Linguodidaktik Zamonaviy filologiya va lingvodidaktikaning dolzarb masalalari
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in Teaching Foreign Languages and Learner Assessment in Online Education, 2(CSPI Conference 2), Uzbekistan, pp. 332-339. 2021
3. Kenjali, E.R., Abduramanova, D.V., The role of reading in improving speaking skills in the context of teaching English as a foreign language. Central Asian Research Journal For Interdisciplinary Studies (CARJIS), 2(1), Uzbekistan, 2022, pp. 144-149. 2022.
4. Kenjali, E.R., Abduramanova, D.V., The development of speaking in the context of teaching English as a foreign language. Academic Research in Educational Sciences, 3(3), Uzbekistan, 2022. pp. 1138-1143. 2022.
5. Johnson and Johnson. Making cooperative learning work. https://www.researchgate.net/publication/243775553 Making cooperative learning work, pp. 70-73. 1999.
6. Tsui, A. B. M. Introducing Classroom Interaction. London: Penguin. 1995.
7. Phipps, W. Pairwork: Interaction in the Modern Languages Classroom. London: Centre for Information on Language Teaching and Research. 1999.
8. Andrewes, S. Group work v. whole-class activities. Retrieved October 1, 2012. 2003. http://www.teachingenglish.org.uk/think/articles/group-work-v-whole-class-activities
9. Woodward, T. Planning lessons and courses: Designing sequences of work for the language classroom. Cambridge, England: Cambridge University Press. 2001.
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