0Chirchik State Pedagogical University Current Issues of Modern Philology and Linguodidactics
Staatliche Pädagogische Universität Chirchik Aktuelle Fragen der modernen Philologie und Linguodidaktik
^hjrchiq^avlat^edagogika^niVBBiitiH
INVOLVES THE UTILISATION OF LANGUAGE LEARNING APPLICATIONS IN COLLABORATIVE LEARNING
Sobirova Dildora Husan kizi
A student of Chirchik state pedagogical university Scientific advisor: Eldorbek Erkin ugli Khamitov
ABSTRACT
Due to their accessibility and flexibility, language study applications are becoming more popular. These apps can be improved with collaborative learning methodologies. This thesis examines how language learning applications' group activities and challenges affect language acquisition. It investigates the theoretical foundations of collaborative learning, language learning app and collaborative learning literature, and group activity and challenge efficacy in language acquisition (qualitative and quantitative). This research reveals how collaborative learning practices might improve language acquisition in digital environments.
Keywords: Collaborative learning, language learning apps, group activities, challenges, language acquisition, digital environments, effectiveness, mobile learning, interaction, engagement.
INTRODUCTION
Language learning has moved beyond classrooms to digital platforms in today's interconnected society. According to P. Twining flexibility, engagement, and personalisation make language learning apps powerful [3]. These apps provide collaborative language learning as well as individual study. Language learners can build community, enhance their learning, and engage in dynamic exchanges through group activities and challenges. Collaborative language learning apps change how people learn languages. Instead of working alone, students can now collaborate with classmates worldwide to study. Through virtual classrooms, discussion forums, and interactive challenges, these platforms help students collaborate across cultures and borders. This introduction examines how collaborative language learning apps might transform. We discover how these platforms encourage active engagement, motivation, and cultural exchange through group activities and challenges. We discuss how collaborative learning improves speaking and listening skills, confidence, and linguistic diversity. In the digital world of language acquisition, collaborative learning encourages learners to thrive together. This exploration reveals
90
April 23-24, 2024
Chirchik State Pedagogical University Staatliche Pädagogische Universität Chirchik Chirchiq davlat pedagogika universiteti
Current Issues of Modern Philology and Linguodidactics Aktuelle Fragen der modernen Philologie und Linguodidaktik Zamonaviy filologiya va lingvodidaktikaning dolzarb masalalari
m
how language instruction has changed and how technology facilitates collaborative learning.
TYPES OF APPS ACCORDING TO FUNCTIONS
The report by A. Jones sayst that virtual Language Exchanges: Language learning apps allow learners to communicate with native or proficient speakers of the target language [4]. These organised or unstructured conversations allow learners to practise speaking, listening, and cultural exchange in real time. Tandem and Hello Talk allow users to correct each other's faults and share cultural and colloquial terms.
Group Challenges and Competitions: Many language learning apps inspire and build community through group challenges and competitions. These challenges may involve timed activities, quizzes, or games. Such activities allow students to practise their language skills, collaborate, discuss strategies, and celebrate successes. This gamified strategy boosts engagement and regular practice, accelerating language learning.
Language learning applications offer collaborative projects and assignments that demand teamwork. Group assignments, presentations, storytelling, and role-playing are examples of these undertakings. Together, learners share strengths, develop ideas, and give constructive comments, creating a friendly learning environment. Besides improving language skills, collaborative projects teach communication and collaboration skills useful in many situations.
DISCUSSION
Language acquisition is transformed by collaborative learning using language learning applications to create dynamic and interactive learning environments. This section explores the implications, challenges, and prospects of app-based collaborative language learning.
Improved Engagement and Motivation: Collaborative learning fosters community and accountability through social dynamics. Group activities and challenges push students to participate and progress. Many language learning apps are gamified, encouraging learners to compete or work together to attain goals. This increased engagement keeps language learning interesting and reduces the risk of burnout from alone study.
Cultural Exchange and Diversity: Collaborative language learning allows learners to meet peers from different languages and cultures across borders. Virtual exchanges, discussion forums, and collaborative projects help learners practise language skills and understand diverse cultures, traditions, and perspectives. This exposure increases cultural empathy and awareness of language-culture relationships.
91
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
However, courteous and inclusive relationships across multiple cultural contexts require careful moderation and guidance. RESULTS
Collective language learning via language learning applications has many benefits that improve language acquisition. This section describes the practical effects of app-facilitated collaborative language learning. CONCLUSION
Collective language learning through language learning apps transforms language acquisition by using technology to create dynamic and inclusive learning settings. Virtual exchanges, group challenges, peer feedback, and cultural interchange create a supportive community of language learners who actively engage with information and each other. Language learners increase their language skills, communication, and cultural awareness through collaborative learning. Collaborative language learning spaces foster camaraderie and mutual support, encouraging learners to persevere and celebrate triumphs. Collaborative language learning applications will democratise language instruction and promote intercultural understanding worldwide as technology advances and the digital landscape changes. Collaboration allows learners to overcome language obstacles, interact with other groups, and discover and enrich their languages and cultures for life. In this interconnected world, collaborative language learning fosters cross-border respect, empathy, and collaboration, improving global communication and comprehension.
REFERENCES
1. A. Jones, K. Issroff, E. Scanlon, G. Clough, and P. Mcandrew ,"Using mobile devices for learning in informal settings: is it motivating?" in IADIS International Conference Mobile Learning, 2006, pp. 251-255.
2. A. Kukulska-Hulme. "Mobile language learning now and in the future," in Vision to practice: language learning and IT. Sweden: Swedish Net University, 2006, pp. 295-310.
3. P. Twining, D. Evans, D. Cook, J. Ralston, I. Selwood, et al. "Tablet PCs in schools: Case study report: A report for Becta by the Open University." Coventry, UK: Becta, 2005.
4. A. Jones and K. Issroff, "Motivation and mobile devices: exploring the role of appropriation and coping strategies," Alt-J, Res. Learn. Technol., vol. 15, no. 3, pp. 247-258, Sep. 2007. http://dx.doi.org/10.1080/09687760701673675
92
April 23-24, 2024
