CC BY
175Бюллетень науки и практики /Bulletin of Science and Practice Т. 6. №5. 2020
https://www.bulletennauki.com https://doi.org/10.33619/2414-2948/54
УДК 37 https://doi.org/10.33619/2414-2948/54/70
FROM THE EXPERIENCE OF USING ONLINE PLATFORMS IN TEACHING A FOREIGN LANGUAGE IN ECONOMIC UNIVERSITY
©Khodjikulova Sh., ORCID: 0000-0003-1518-4036, Tashkent State University of Economics, Tashkent, Uzbekistan, [email protected]
©Rasulova M., ORCID: 0000-0003-1036-9437, Tashkent State University of Economics, Tashkent, Uzbekistan, [email protected] ©Khatamova G., Tashkent State University of Economics, Tashkent, Uzbekistan
ИЗ ОПЫТА ПРИМЕНЕНИЯ ONLINE ПЛАТФОРМ ПРИ ОБУЧЕНИИ ИНОСТРАННОМУ ЯЗЫКУ В ЭКОНОМИЧЕСКОМ ВУЗЕ
©Ходжикулова Ш. Н., ORCID: 0000-0003-1518-4036, Ташкентский государственный экономический университет, г. Ташкент, Узбекистан, [email protected] ©Расулова М. А., ORCID: 0000-0003-1036-9437, Ташкентский государственный
экономический университет, г. Ташкент, Узбекистан, [email protected] ©Хатамова Г. А., Ташкентский государственный экономический университет,
г. Ташкент, Узбекистан
Abstract. The article is devoted to some options of the usage of e-learning teaching methods in Economic University. Modern approaches with information technology involvement were studied. The pedagogical experience of the application of open-source learning platforms Moodle, Zoom, Platonus while foreign languages teaching is paid attention to.
Аннотация. Статья посвящена возможностям использования электронных средств обучения в экономическом вузе. Изучены современные подходы с вовлечением компьютерных технологий в процесс обучения. Рассмотрен опыт применения электронных платформ Moodle, Zoom, Platonus на материале дисциплины «Иностранный язык».
Keywords: e-learning, blended learning, online learning, open-source learning platforms, Moodle, Zoom, Platonus, English language teaching, testing, e-learning courses.
Ключевые слова: электронное обучение, смешанное обучение, онлайн обучение, электронные платформы, Moodle, Zoom, Platonus, обучение английскому языку, тестирование, электронные обучающие курсы.
In modern society, specialists with abilities and skills that allow them to be more successful in present conditions of market relations, carrying out effectively lots of labor activity, being at the same time quite socially adapted, is in great demand. The purpose of the article is the need to determine the scientific and practical importance of the professional competence of foreign languages teachers as direct interacting initiators and participants within the educational process [1].
Traditional education cannot always satisfy modern demands from employers in terms of training potential employees. The use of blended learning models that combine the best of traditional learning with the capabilities of modern information technologies allows us to find answers to the questions that the participants of the educational process are facing today [2].
Бюллетень науки и практики /Bulletin of Science and Practice Т. 6. №5. 2020
https://www.bulletennauki.com https://doi.org/10.33619/2414-2948/54
New approaches in the system of higher education, the introduction of new educational standards require a review of methods to the organization of the educational process. The changing information and educational environment makes new demands on both the organizers of the learning process and the students. Teachers should be the facilitators of the lesson and lead their students to take an active position in the educational process and achieve maximum results.
The role and influence of English language in today are gaining a higher speed in the world as well as in the Republic of Uzbekistan. The main reasons for this fact include expanding communication with the world after gaining the independence and increasing scope and speed of information exchange in the global village. The predominant position in the internet space by the language of the published content is firmly held by English, which is a strong motivation to learn English for those who wish to promote their global competences.
Changing the education paradigm in the Republic of Uzbekistan and the increasing strong relationship and correlation of our country from the global perspective of development has put unexampled demands on teacher education programs, in particular on foreign languages teachers, to retrain teachers of higher schools of the Republic of Uzbekistan [3].
Modern higher education standards require different approaches in pedagogical skills development. Lifelong teaching or continuing professional education of teacher is a necessary condition for improving their professional competence. We would like to consider the continuous professional development as an ongoing, planned process that enables the teacher to develop both their personal and professional qualities.
Higher education institutions are also interested in professional development of foreign languages teachers, because they help to increase ability to adapt to changing social and economic conditions. This fact allows the authorities of the Tashkent State University of Economics more successfully maintain the necessary level of competitiveness as a result of optimization of professional development of foreign languages teachers as a mechanism for the formation of new competences of university staff [4].
Currently, Tashkent State University of Economics is carrying out a lot of work on the formation of a new ICT-rich educational environment. The stages of this work are considered as an integral part of the concept of the development of the university, as a tool for solving the problems of updating the educational process. The department of English Language also makes efforts to improve educational programs, taking into account the best practices of domestic and foreign methods and practices using modern information technologies. Teaching students of universities by use of modern information technologies is especially important, because in the learning process, they can critically analyze the educational process, the participants of which they will soon become in the role of teachers.
University language policy ensures the quality of professional training modern specialists, because the need for the development of language education is proved as a component of profesional education, the language environment as a component educational environment of the modern university.
To encourage foreign languages teachers to upgrade their language levels, which, in essence, is the principal obligation of a language teacher, we offer some suggestions to them about how to improve the developing of their key competences on using open-source learning platforms Moodle, Zoom, Platonus. In that, at the same time e-learning, which today is no longer considered as a modern trend, but as an effective, modern method, technology of teaching and learning proves its utility in educational process [5].
Бюллетень науки и практики / Bulletin of Science and Practice Т. 6. №5. 2020
https://www.bulletennauki.com https://doi.org/10.33619/2414-2948/54
Prospects for the development of language education are due to both the use of innovative methods and technologies in the meaningfulness of the educational process, and the growth of foreign languages teachers' professional competence.
To accomplish such a task of professional self-realization, it is necessary to use open-source learning platforms as Moodle, Zoom, Platonus in teaching foreign language for professional purposes, which is a coordinated, equivalent, mutually contributing interplay of educational disciplines, combined by one whole educational and didactic system [6].
Today, many teachers try to use distance learning, overcoming the first difficulties and fears. From our experience we can highlight the convenience of using Zoom and Platonus service platforms for group classes. The teacher does not need to copy materials to a USB flash drive, download or print them — they can send their students the needful links.
Based on our research results and taking into account the latest status of computer technologies, we would like to give some recommendations for English teachers, who want to create successful English teaching by open-source learning platforms Moodle, Zoom, Platonus:
-During the distance learning, it is also necessary to set clear goals and objectives for each lesson and the entire course as a whole, what you want to teach.
-Improve pronunciation, learn to speak coherently, not make mistakes in any grammatical structures, expand vocabulary, and increase fluency in speech.
-The teacher should also provide a variety of activities: role-playing games, discussions, debates - as in the traditional classroom.
-Teachers should not forget about feedback: providing students with an understanding of their progress and difficulties in some areas.
-Give every student the opportunity to speak in a group online lesson.
To develop students' speaking skills during the distance learning, English teachers can additionally use the following tools:
-Voki — a program that allows teachers to create talking characters.
-Flipgrid — a discussion video platform, where teachers create a class and pose questions for answers using video.
-SpeakPipe — record and save audio files of students to monitor their progress.
-VoiceThread — a cloud-based application that allows students to upload and discuss documents, presentations, images, audio files and videos, as well as share them.
-Padlet — an interactive bulletin board where students can record audio files and share them.
Development of language education is one of the strategic priorities of Uzbekistan's policy, which has a significant impact on our country cultural, social and economic development, while also defining the competitiveness of the nation in the coming years. The results of this study point to the unique opportunities and challenges faced by foreign languages teachers in the process of enhancing their skills in connection with the increasing growth of the requirements for the qualification and competence of teachers of high schools of the Republic of Uzbekistan, result-oriented [3].
The article analyzes the essence of the using online platforms in teaching foreign languages in universities. We reviewed the useful experience of using open-source learning platforms such as Moodle, Zoom, Platonus in teaching foreign language as well as experience in implementation of communicative-language and professional competencies for foreign language for professional purposes in non-linguistic specialties and areas [7].
Бюллетень науки и практики / Bulletin of Science and Practice Т. 6. №5. 2020
https://www.bulletennauki.com https://doi.org/10.33619/2414-2948/54
Open-source learning platforms as Moodle, Zoom, Platonus today is advantageous for English teachers in so many ways. Traditional education is not so efficient anymore and teachers need to motivate their students more than ever when presenting any material in the classroom. Books are taking a back seat and new technology means that classes can be much richer in content and more participative than before [8].
To sum up, distance learning allows students to be much more creative and participative in the classroom. They prepare a basis of knowledge outside the classroom engaging with all the content in the course, when they arrive to the classroom they share this knowledge with the rest of the students and the teacher to demonstrate what they have learnt and reinforce it in a coordinated way. Zoom and Platonus service platforms allow students to be much better prepared for class, and provides teachers with attractive resources to make their classes much more human and sociable, where all students have the opportunity to participate regardless of their level.
For conclusion, in a few words, we can say that distance learning technology in foreign languages teaching is not the future, but the present of education. The use of this technology in the classroom has become the perfect complement to mastering or gaining command of a language, and English courses accompanied by technological support are the most effective and attractive to teachers and students who want to be successful in their learning and teaching.
References:
1. Turdieva, K. U. (2018). The role of teaching English in the period of modernization in Uzbekistan. Young scientist, (44), 294-296.
2. Shoumarov, G., & Iriskulov, A. (2005). Globalisation and the sociolinguistic typology of languages. Hywel Coleman, Jamilya Gulyamova and Andrew Thomas, 38.
3. Frolova, O. A., & Lopatinskaya, V. V. (2018). The development of intercultural foreign language competence of University students of economics. World of science, 6(2), 57.
4. Moore, M. G., & Anderson, W. G. (Eds.). (2007). Handbook of distance education. L. Erlbaum Associates.
5. Conrad, D. (2006). E-Learning and social change: An apparent contradiction. Perspectives on higher education in the digital age, 21-33.
6. Beatty, K. (2013). Teaching & researching: Computer-assisted language learning. Routledge.
7. Bohnsack, R., & Margolina, A. (2019). Teaching Business Models via Blended-Learning. Journal of Business Models, 7(3), 24-37.
8. Borekci, R., & Aydin, S. (2019). Foreign language teachers' interactions with their students on Facebook. Computer Assisted Language Learning, 1-23. https://doi.org/10.1080/09588221.2018.1557691
Список литературы:
1. Turdieva, K. U. The role of teaching English in the period of modernization in Uzbekistan // Молодой ученый. 2018. №44 (230). С. 294-296.
2. Shoumarov G., Iriskulov A. Globalisation and the sociolinguistic typology of languages // Hywel Coleman, Jamilya Gulyamova and Andrew Thomas. 2005. P. 38.
3. Frolova O. A., Lopatinskaya V. V. The development of intercultural foreign language competence of University students of economics // Мир науки. 2018. Т. 6. №2. С. 57.
4. Moore M. G., Anderson W. G. (ed.). Handbook of distance education. L. Erlbaum Associates, 2007.
Бюллетень науки и практики / Bulletin of Science and Practice Т. 6. №5. 2020
https://www.bulletennauki.com https://doi.org/10.33619/2414-2948/54
5. Conrad D. E-Learning and social change: An apparent contradiction // Perspectives on higher education in the digital age. 2006. P. 21-33.
6. Beatty K. Teaching & researching: Computer-assisted language learning. Routledge, 2013.
7. Bohnsack R., Margolina A. Teaching Business Models via Blended-Learning // Journal of Business Models. 2019. V. 7. №3. P. 24-37.
8. Borekci R., Aydin S. Foreign language teachers' interactions with their students on Facebook // Computer Assisted Language Learning. 2019. P. 1-23. https://doi.org/10.1080/09588221.2018.1557691
Работа поступила Принята к публикации
в редакцию 08.04.2020 г. 11.04.2020 г.
Ссылка для цитирования:
Khodjikulova Sh., Rasulova M., Khatamova G. From the Experience of Using Online Platforms in Teaching a Foreign Language in Economic University // Бюллетень науки и практики. 2020. Т. 6. №5. С. 506-510. https://doi.org/10.33619/2414-2948/54/70
Cite as (APA):
Khodjikulova, Sh., Rasulova, M., & Khatamova, G. (2020). From the Experience of Using Online Platforms in Teaching a Foreign Language in Economic University. Bulletin of Science and Practice, 6(5), 506-510. https://doi.org/10.33619/2414-2948/54/70
