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METHODS OF DEVELOPING STUDENTS' LANGUAGE SKILLS USING INTERACTIVE WHITEBOARDS (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.
Keywords: interactive whiteboard (IWB), skills, Dave Martin,
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.
Ключевые слова: интерактивная доска (IWB), навыки, Даве Мартин,
In 1991, Dave Martin of SMART technologies created the first touch sensitive interactive whiteboard that worked in sync with Microsoft Windows. These boards first arrived in businesses and then ventured into select classrooms for instructional purposes (Moss, Jewitt, Levaaic, Armstrong, Cardini & Castle, 2007). Interactive whiteboards are mainly used for whole-class instruction, which is different from most computer based practices. Individual computers allow students to work with technology on their own, creating a personalized hands-on experience. Interactive whiteboards have proven to be beneficial teaching tools in regards to most curriculum subjects. With the emphasis placed on viewing and visual representation as part of the language arts curriculum, it is seems apparent that IWB be used to assist basals in the teaching of reading. Evidence-based best practices presented in the works of Gambrel, Morrow, and Pressley (2007) stressed the idea of active learning through balanced instruction.
Technology in the form of basic computers, and new literacies experience available through the use of the Internet and e-books provide an adequate support for reading instruction and student interaction with technology. Furthermore, IWBs have embed the use of Internet technologies and active learning that can assist basal readers in providing the most effective classroom strategies for reading instruction.
INTRODUCTION
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REFERENCES AND METHODOLOGY
Logical, historical, coherent and objective methods of scientific knowledge were widely used in the analysis of this article. An analysis of the development of INTERACTIVE teaching methods was conducted. President of the Republic of Uzbekistan Sh.M. Mirziyoyev's methodological guidelines for the study of history and spiritual heritage serve as a theoretical and methodological basis for the study.
This paper discusses the findings of a case study conducted with an English as a Foreign Language (EFL) teacher at a German secondary school. This case study is part of a research project that investigates the new competencies that EFL teachers need to acquire in order to be able to use the interactive whiteboard (IWB) to develop their practice, informed by a socio-cognitive approach to computer-assisted language learning. The findings point towards various competencies developed by the teacher as she integrated the technology into her teaching, namely: (a) the ability to design IWB-based materials which support opportunities for learner interaction with the whiteboard and with the learning content; (b) the appropriate management of interaction around IWBs in a way that ensures all learners are provided with opportunities to become actively involved; and (c) the ability to find the 'right balance' of technology use. Technology in reading has expanded the work of basal readers and has provided additional supports for students during reading instruction. The age of new literacies and educational technology require that new technology be used to provide students will an authentic learning experience. The use of IWBs in the classroom is a potential way to increase the ideas of new literacies and educational technology.
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
DISCUSSION AND RESULTS
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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 i t gives an opportunity to study details that the teachers may not be aware of themselves. 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.
Interactive whiteboards are becoming more common in elementary settings, yet there is limited research that supports the use of this new wave of technology on the teaching of reading. The purpose of this study was to examine how teachers use the IWB during reading instruction and to address whether or not they believe IWBs are a worthwhile addition to the language arts curriculum. Therefore, the question examined was, "What are teachers' perceptions of the impact of interactive whiteboards on reading instruction in a third grade classroom?"
English language teachers are facing difficulty in almost every country to make their student learn how to read a language effectively to give better result. Teaching English language in a multilingual country in India is a challenging task. Much has been done by the educationist to improve the reading of the students in the schools but the result is not satisfactory. Most of the students who passed their senior secondary are not able to read out simple instructions which are generally written on the forms which they need to fill to register in any entrance exam or college. Recently, much has been said and promised about the potentiality of IWB in language teaching in different countries. Teaching reading English language is the demand of the hour and the aim of this research is, too, study the impact of interactive technology in enhancing reading skill in English language learning and to help teachers to find a
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solution to enhance reading English when they leave school. This research investigated the way in which IWB attracts students to read more.
The summary of the collected data is presented in table by putting a glance on the table we come to know that majority of the students favour this technology while we also got some remarks which are not strictly against but also not in favour. The percentage of those comments is very low but we are not ignoring them so we'll discuss those comments too and given a place in the table for the same purpose.
❖ Students enjoyed the combination of various features of IWB as a result of combination of various audio-visual equipments to make IWB a unique tool to enhance interest of students so reading. About 28% students love the combo of display and the listening of difficult word through audio player.
❖ 20% students appreciated the group activity which makes them really confident and helpful in removing hesitation to which they were a victim since childhood (as they told in an open discussion.) they love to be reviewed by their peers rather than their teachers.
❖ Near about 15% students love the picturesque use of IWB in reading comprehension. Students felt that it is easy to relate story with the given picture. Picture grabbed their attention to read more lines to find out what will happen next.
❖ Approximate 13% Students very much appreciated the feature of highlighting and annotating the difficult words and repeating the same to make other sentences in discussion time.
❖ 11% students were very happy as they were tension free to bring the targeted text for the reading class. Before that either this or that student were out of text and felt him self in embarrassing situation in front of teacher. IWB solved this problem the text presented on the board is universal for class students.
❖ Near about 6% students love to share that they love review from peers than teacher. They love to learn more from their friends in the group and IWB is helpful as teacher in IWB class love to see their students talking and sharing so teacher prefer group activity even in reading too.
❖ Nearly 4% students wrote that they were afraid of the new technology. They hesitate to discuss even within group because they think that if their friend come to know that they don't know about the latest they will laugh on them.
Written feedback to question and statements of students after in group discussion showed their fascination towards new technology. They haven't seen such type of language classroom before this college and novelty in education is a rare
CONCLUSION
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thing. They appreciated the combination of audio- visual presentation with text which helps them to restore the word in their memory for a longer time. As it is a well known fact that Motivation, attention, and behavior represent an overall student attitude in the classroom, and IWB motivates students, catch their attention through audio-visual aids and bring a change in their behavior not to see the reading as a boring exercise but do it passionately to enhance their language competence.
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2. Kazarian K., Kocharov E. Interactive technologies of training // Materials of International conference of young scientists. Pyatigorsk, 2018. Pp. 153-154.
3. Saltovskaya G.N. Theoretical foundations of new technologies of teaching foreign languages // Materials of VIII international scientific-methodical symposium. Pyatigorsk, 2016. Pp. 192-197.
4. Allen, A. (2010). Interactive Whiteboard Evaluation. Retrieved March 23, 2011, from www.mirandanet.ac.uk/pubs/SMARTBoard.htm.
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6. Bax, Stephen. 2006. Interactive white boards watch this space. IATEFL CALL Review, summer 2006:5-7.
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