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MOBILE APPLICATIONS IN THE ORGANISATION OF STUDENTS' INDEPENDENT
WORK
K.U. Isirailova, Lecturer
Kyrgyz-Uzbek International University named after B. Sydykov (Kyrgyzstan, Osh)
DOI:10.24412/2500-1000-2024-5-2-102-105
Abstract. The use of Internet technologies in teaching a foreign language is conditioned not only by the desire to modernise the learning process, but also by the fact that on the basis of Web technologies it becomes possible to implement. The article looks at mobile technologies as an effective tool for helping learners to work on their own when learning a foreign language. The article gives examples of mobile applications that contribute to building and improving pronunciation and lexico-grammatical skills, as well as developing skills in all types of foreign language speaking activities.
Keywords: teaching, pedagogy, language, independent work, foreign language, web technology, mobile applications.
The concept of modern educational development sets tasks for modern teachers aimed primarily at developing a versatile, competitive personality. In today's educational process, many different methods and technologies are used. The use of these methods allows the modern teacher to give students more freedom and autonomy in the classroom. In this way, the best educational results can be achieved.
However, educational monitoring shows that students' learning and cognitive activity is often reduced because they lack the motivation to study the subject, both in class and when working independently, and therefore they lack the interest in learning and developing as a person in general.
The solution to this problem lies in the use of active learning methods in the educational process that rely on students' creative thinking, activate their learning and cognitive activity as much as possible, allow students to express themselves as individuals, become co-authors of new ideas, learn to make optimal decisions independently and contribute to their implementation.
An integral part of the whole educational process of becoming a professional in higher education is the independent work of students. The organisation of independent work of students in order to ensure the quality of learning in an individual mode is one of the most important tasks today. For its effective
solution it is possible to use various means of information and communication technologies. These include electronic courses, e-learning systems, video lectures, webinars, electronic tests, etc. The most important tools today are mobile technologies, where "students are not bound to a certain time and location, the learning material is always available and can be studied at any time. This allows them to get used to the idea that it is necessary and possible to study at any time and at any place" [1].
In the educational systems of different countries, mobile learning is now widely used. In the United States, Canada and Europe, educational projects have been set up to introduce mobile learning technologies into the educational process in various subjects, using a single platform to link mobile educational resources and methods of using them.
Mobile technologies are a kind of complex learning tool that can be used by a student for independent learning of a foreign language for professional improvement, as they provide the possibility of processing information in a foreign language using various channels of its perception and reproduction. However, it should be noted that working with mobile technologies in general, and mobile applications in particular, requires an initial level of information and self-learning skills. These skills can then be improved and developed. Thus, as a unique feature and an undeniable
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advantage of mobile technologies, there are now a large number of mobile applications specifically designed for language learning [2]. These applications can be used as learning tools in their own right and can be categorised accordingly.
The term 'mobile learning' has been defined in a variety of ways in the research to date, which is an indication of where mobile learning and its applications are currently in their development. Mobile learning, also known as m-learning, refers to the use of mobile devices such as phones, tablet PCs and notebooks to facilitate learning and education. This includes delivering educational content and resources through mobile technologies and devices. Mobile learning is such a way of organising an autonomous and personalised educational process, where the basic or dominant technologies are mobile communication devices, through which students can build and improve their skills and competences not only during class time, but also at any time and in any place that is convenient for them. Future research may be hampered by the lack of an appropriate definition. Overall, online collaboration and mobile learning have revolutionised the way English language teaching is conducted and have been a source of new opportunities for language learners and teachers.
Language learning has been integrated into the development of mobile technology, as mobile devices have great potential for mobility, social interaction and individuality. The mobile learning format helps students to be involved in the educational process regardless of time and place. It also helps them to work in teams and to prepare content for self-study.
Mobile learning is also highly mobile and authentic, opening up possibilities for out-of-class learning. The main sources of authentic material for language learning are videos, films and recorded lectures in listening and speaking classes. This is impossible without mobile learning technologies (including social networks such as YouTube, Instagram or other video-based applications). Authentic English videos have a positive impact on students' listening and speaking skills when used as audio and visual aids [3]. However, there is no established methodology or generally accepted pattern to video as a stand-alone tool.
As a result, the use of video in the English classroom can be ineffective as classroom activities and teaching methods are often repetitive and improvised.
According to the degree of application and integration into the learning process, mobile learning applications can be divided into three groups:
1) mobile applications - textbook supplements;
2) mobile applications for independent study of subjects;
3) mobile applications for distance learning (mobile learning). They allow a student to find the necessary information quickly, at any place and at any time, also in a foreign language, on any subject, including a professional one. The mobile applications available today are diverse and have a variety of purposes.
The most common mobile applications for independent learning of English have been identified through an analysis of the literature on mobile applications in learning, internet sources, interviews with students and questionnaires from students of non-language faculties. For example, applications such as Duo-linguo, Lingualeo offer users English grammar and vocabulary exercises based on repeated use of words of the same theme in specific grammatical structures. Writing voiced words and simple sentences is one of the types of exercises. The application checks the completion of the exercises. This contributes to the development of pronunciation skills and lexical and grammatical knowledge.
Triplingo is an app that provides cultural information about over 100 countries, including Anglophone countries (Australia, New Zealand, Canada, United States, United Kingdom). Law students may be particularly interested in the Politics and Government and Safety sections. The application also includes a translator that can translate the spoken language into the language of your choice. The application also has a dictionary function. This provides frequently used phrases and expressions. English Conversation application lets you communicate with beginner-intermediate learners around the world through real-time written and spoken messag-
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es. It also includes a series of video lessons. These contain dialogue and vocabulary exercises. Thus, it can be argued that this application contributes to improving speaking skills as well as developing all kinds of speaking activities [4].
We think that the practical use of mobile applications has a great potential, but at the same time integrating working with applications into the structure of practical training poses certain problems and can be used only in a limited way. At the same time, the introduction of interactive technologies in the learning process for the organisation and intensification of students' independent work (mainly out of school) seems to us to be a very promising direction.
Since modern mobile devices offer rich technical possibilities for watching videos, listening to audio fragments, recording speech fragments and videos, mobile applications can be used quite effectively to develop listening skills. Developers are presenting programmes for those who want to improve their pronunciation skills, recognition of sounds by ear, and correlating the sound and visual image of a word. The most successful products include Sounds Right (British Council) and Pronunciation App: Pronunciation App (Macmillan Education); these applications include interactive phonetic charts for the British and American versions of English, exercises, games and tests. The BBC's applications, which provide students with access to authentic audio, video and text materials, are extremely valuable in developing the ability to hear and understand speech by ear. These include Learning English for BBC, 6 Minute British English [5].
Since these applications have specialised sections dedicated to the study of vocabulary, grammar, the development of communication
skills and speaking skills, they can also be used to develop other linguistic and linguistic-cultural competences. Pearson's free app for MyGrammarLab contains mobile, interactive exercises for different abilities. Users can create their own collections of exercises and tests by selecting topics and questions that interest them. This course is suitable for both self-study and for using in group English classes. Another useful app to check your knowledge of the English grammar rules is the English Grammar Test app. The app contains a total of 60 tests, each of which is dedicated to a different grammar topic. The app provides a list of correct and incorrect answers, as well as a simple and understandable explanation of the errors, after you have completed the test.
At the same time, it should be noted that not all of the applications have high quality language content and different types of tasks, and they do not make full use of the technical possibilities offered by modern mobile devices. From the review we can conclude that to date a significant number of mobile language learning applications and programmes have been developed, both for the development of different skills and abilities and for the development of different types of language activity. The range and variety of existing mobile learning resources is quite large. It is possible to choose applications according to the individual needs, interests and level of language training of the student. Independent work can be done quite effectively with almost all the mobile applications described above.
Thus, using mobile technologies in the educational process helps to improve students' foreign language skills, provides effective independent work, increases students' motivation and cognitive activity, interest in the subject, intensifies and individualizes learning.
References
1. Almasri R. The Use of Mobile Technology in Education by International Students in United States Universities: Perceptions Regarding Mobile Applications for English language Learning. Pro Quest Dissertation and Theses, 2013.
2. Widdowson H.G. Teaching language as a means of communication Oxford: Oxford University Press, 1978.
3. Gower, R.; Phillips, D.; Walters, S. Pedagogical practice. A guide for teachers in training.
4. Shishkovskaya Y.V. Organization of independent work of students on the basis of Internet 2.0 in the conditions of information-learning environment (foreign language, technical university): autoref. diss.....Cand. paed. nauk. - Pyatigorsk, 2013. - 27 c.
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5. Crystal D. Language and the Internet. - Vol. 2. - Cambridge: Cambridge University Press, 2006. - С. 12-18.
МОБИЛЬНЫЕ ПРИЛОЖЕНИЯ В ОРГАНИЗАЦИИ САМОСТОЯТЕЛЬНОЙ
РАБОТЫ СТУДЕНТОВ
К.У. Исираилова, преподаватель
Кыргызско-Узбекский международный университет имени Б. Сыдыкова (Кыргызстан, г. Ош)
Аннотация. Использование интернет-технологий в преподавании иностранного языка обусловлено не только стремлением модернизировать учебный процесс, но и тем, что на базе веб-технологий это становится возможным реализовать. В статье рассматриваются мобильные технологии как эффективный инструмент, помогающий учащимся работать самостоятельно при изучении иностранного языка. Приводятся примеры мобильных приложений, способствующих формированию и совершенствованию произносительных и лексико-грамматических навыков, а также развитию умений во всех видах иноязычной речевой деятельности.
Ключевые слова: обучение, педагогика, язык, самостоятельная работа, иностранный язык, веб-технологии, мобильные приложения.
