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and Applied Psychology 2023, No 4 H
ISSN 2310-5704 ppublishing.org
DOI:10.29013/EJEAP-23-4-45-51
PEDAGOGICAL EXPERIMENTS ON IMPROVING TECHNOLOGIES OF A PRODUCTIVE AND SEARCHING APPROACH
Nizamova Umida Sandjarovna1
1 Andijan State University Andijan, Uzbekistan
Cite: Nizamova U. S. Ogies of a Productive and Searching Approach. European Journal of Education andApplied Psychology 2023, No 4. https://doi.org/10.29013/EJEAP-23-4-45-51
Abstract
The organization of experimental work was carried out within the scope of the research work in the 2021-2023 academic years. The main purpose of conducting the experimental work is to provide students of non-philological education (history major) with exercises aimed at improving foreign language teaching based on the technologies of a productive and searching approach, integrative assignments aimed at developing creativity, and the "Flipped classroom" model using SMART-technologies based on the CASE study technology. The purpose of the experiment is to check the effectiveness of the system of exercises and tasks in improving the productive and searching approach to teaching English to students of the 1st and 2nd levels of social humanitarian (history major).
Keywords: language teaching, productive approach, research skills, SMART technology, CASE study technology, Flipped classroom
Educational objectives
The objectives of the experiment were achieved by:
- questionnaire surveys and tests were conducted and analyzed in order to determine the use of productive and searching approach technologies in English language classes in non-philological HEIs (history major);
- a system of creative, integrative, didactic exercises and tasks effective in improving the technologies of a productive and searching approach was developed and tested in experimental groups;
- non-philological education direction (history) improved the productive and searching approach to English language teaching in 1st and 2 nd grade students using
the "Flipped classroom" model with the help of CASE study and SMART technologies;
- the obtained results were analyzed mathematically and statistically, and the effectiveness of increasing the level of productivity and curiosity among students was determined.
Introduction
Andijan State University, Tashkent State Pedagogical University named after Nizami, and Jizzakh State Pedagogical University were chosen as experimental sites. In the indicated regions, the experimental work was organized and carried out in the 2022-2023 academic year at the diagnostic and forecasting, organizational-preparatory, practical and generalization stages.
In the foundational stage (2022-2023 academic year), the existing conditions in the educational process were studied, educational and methodological support of non-philological HEIs: curriculum, model program, working curriculum, scientific-pedagogical works dedicated to improving the productive and research approach, educational literature, textbooks, manuals were analyzed and foreign materials related to the topic were studied. At the same time, English classes were observed, questionnaires were conducted among English teachers and students.
A total of 686 respondents from 1st and 2nd level students took part in the questionnaire-interview conducted in order to objec-
tively evaluate the current situation regarding the use of productive and researching approach technologies in the teaching of English in non-philological HEIs at the organizational-preparatory stage of the pedagogical experiment-test. The results of the experiment were recorded by taking the preliminary questionnaire, preliminary and final tests.
Methods
Experiment-test results In the 20222023 academic year, 253 students of ASU, 224 students of TSPU named after Nizami, and 209 students of Jizzakh Pedagogical University were involved in the initial questionnaire. (See Table 1):
Table 1. The total number of respondents who participated in the initial questionnaire
of the experiment
Experimental place
АSU
ТSPU
JSPU
Total
Numbers of respondents
253 224 209
686
1-course
2-course
118 109 103
135 115 106
330
356
In the 2022-2023 academic year, at the beginning of the experiment, 66 students of ASU participated in experimental groups and 63 students in control groups, 60 students of TSPU named after Nizami participated in experimental groups and 53 students in control groups, and 56 students of JSPU participated in experimental groups and 51 students in control groups. A total of 233 students took part in experimental groups and 214 students took part in control groups.
In the 2022-2023 academic year, at the end of the experiment, 64 students of ASU participated in experimental groups and 60 in control groups, 57 students of TSPU named after Nizamiy participated in experimental groups and 54 in control groups, and 52 students of JSPU participated in experimental groups and 50 in control groups. A total of 229 students participated in the experimental group and 211 students in the control group during the experiment conducted this academic year (see Table 2):
Table 2. The amount of experimental sample in the process of pedagogical experiment-testing
Number of students at Number of students at
Higher educa- the beginning of the the end of the experi- Total
tions experiment ment
EG CG EG CG EG CG
АSU 66 63 64 60 130 123
ТSPU 60 53 57 54 117 107
JSPU 56 51 52 50 108 101
Toatal 182 167 173 164 355 331
In the process of experimental work, questionnaires from students were conducted and analyzed.
Results
The results of the questionnaire survey show that the 4th question of the questionnaire "Which materials are effective for you in the formation of speaking skills such as reading, listening, speaking and writing in English classes?" to the question, 107 (10.4%) students asked to watch films related to the topic, 122 (11.9%) to work with pictures, 290 (28.3%) to use technological tools, 65 (6.3%) to use audio materials, 172 (16.7%) only 7 (0.68%) stated that it is effective to translate texts.
According to the answers to the questionnaire, 793 (77.4%) of the students responded positively to the use of didactic tools in English language classes. It was also known that the majority of students did not respond to SMART, CASE study technologies.
A preliminary examination was conducted in order to determine the students' speech skills. Tests consisting of exercises and tasks on listening comprehension, reading, speaking and writing were distributed to students of the 1st and 2nd stages of history. The results were evaluated in tabular form in the following order (see Table 3):
Table 3. Indicators of the initial state of four skills of students of the 1st stage
ASU TSPU JSPU
Assignment types Grade
abs (%) abs (%) abs (%)
5 4 5.7 3 10.3 2 8.3
Listening 4 15 21.4 2 6.9 7 29.2
comprehension 3 15 21.5 6 20.7 10 41.5
2 36 51.4 18 62.1 5 21
Total 70 100 29 100 24 100
5 4 5.7 2 6.8 3 12.5
Reading 4 21 30 6 20.7 7 29.2
3 30 43 11 38 12 50
2 15 21.3 10 34.5 2 8.3
Total 70 100 29 100 24 100
5 5 7.2 1 3.4 4 16.7
Speaking 4 6 8.6 2 6.9 5 20.8
3 19 27.1 8 27.6 6 25
2 40 57.1 18 62.1 9 37.5
Total 70 100 29 100 24 100
5 5 7.1 1 3.4 2 8.3
Writing 4 4 5.7 5 17.2 3 12.5
3 20 28.6 10 34.6 13 54.2
2 41 58.6 13 44.8 6 25
Total 70 100 29 100 24 100
Table 4. Indicators of the initial state of four skills of students of the 2nd stage
Assignment " ASU TSPU JSPU
Grade
types_
Listening comprehension
abs (%) abs (%) abs (%)
5 4 5.3 2 6.9 8 26.7
4 16 21.1 2 6.9 7 23.3
3 41 53.9 12 41.4 10 33.3
Assignment
ASU
TSPU
JSPU
types Grade abs (%) abs (%) abs (%)
2 15 19.7 13 44.8 5 16.7
Total 76 100 29 100 30 100
Reading 5 5 6.6 4 13.8 5 17
4 38 50.0 8 27.5 12 40
3 20 26.3 12 41.4 10 33.3
2 13 17.1 5 17.3 3 10.3
Total 76 100 29 100 30 100
Speaking 5 5 6.6 3 10.3 6 20
4 26 34.2 8 27.5 5 16.7
3 30 39.5 14 48.2 13 43.3
2 15 19.7 4 14 6 20,0
Total 76 100 29 100 30 100
Writing 5 3 3.9 2 6.9 3 10
4 10 6.6 9 31.1 5 16.7
3 33 42.1 15 51.7 18 60
2 30 47.4 3 10.3 4 13.3
Total 76 100 29 100 30 100
Discussion
According to the analysis of the initial situation, it was found that many difficulties arose from oral and written speech in relation to listening comprehension and reading from the types of speech activities of non-philological education (history) students. Also, it was observed that students can understand the content of the materials related to the topic by guessing the title of the text or some familiar words during reading and listening comprehension, but it is clear that they cannot express their thoughts on the topic in written and oral form. In particular, in the process of communication, it was shown that the
students were unable to use words in their place and correctly as a result of their narrow thinking and insufficient vocabulary.
When expressing written speech, students faced some obstacles, such as writing answers to questions about the topic, creating dialogues or questions. The results of the control work carried out at the foundational stage led to the conclusion that it is necessary to use the types of speech activities in harmony, to give more emphasis to oral and written speech skills, through the introduction of technologies of a productive and searching approach to the development of the foreign language of history students.
Table 5. Analysis of the initial general state of students' types of speech activity
jS h
« -s
a §
A 3
M Ö
« u
m X
Experimental group (355 people) Correct Incorrect
Answers Answers
No of No of
stu- (%) students dents
Control group (331 people)
Correct Answers No of students
Incorrect Answers No of students
(Listening) 180 50.6% 175 49.4% 160 48.3% 171 51.6%
(Reading) 182 51.2% 173 48.8% 163 49.4% 167 50.6%
(Speaking) 181 50.9% 174 49.1% 166 50,1% 166 50.2%
(Writing) 179 50.3% 176 49.7% 159 48.1% 171 51.7%
Overall average 181 51% 174 49% 162 49% 169 51%
In the formative stage, 1st, 2nd stage students of non-philological education (history) were divided into experimental and control groups. In the research process, a system of exercises and assignments was developed for each stage aimed at improving the productive and inquisitive approach of students, and the use of CASE
study technology based on the "Flipped classroom" model using SMART-technologies was tested in experimental groups. Experimental work was carried out within the framework of working training programs based on the model program approved by the Ministry of Higher and Secondary Special Education.
Table 6. The final comparative table of the experimental work on improving the technologies of productive and searching approach to the development of the foreign language of non-philological education students
Research objects Excellent Good Satisfactory Unsatisfactory Total
¿ E • pH & 0 ¡H ASU TSPU 41 37 59 53 16 17 14 10 130 117
U & M JDPU 36 51 13 8 108
e Total 114 163 46 32 355
0 p ASU 14 39 46 24 123
= s 0 u TSPU 11 34 41 21 107
u M JDPU 11 33 39 18 101
Total 36 106 126 63 331
Table 7. Final analysis of the results of the experiment on improving the technologies of productive and searching approach to the development of the foreign language of non-
philology students
Level of preparation
Groups
Excellent
At the beginning of the experiment
Satis- Unsatis- Excel-
Good
factory factory lent
At the end of the experiment
Satis- Unsatisfactory factory
Good
Experimen-
37 103 124 89 114 163 46 32
tal group
Control
34 98 121 78 36 106 126 63
group
In the formative stage of the research, the level of education, conditions and possibilities of using the technologies of productive and searching approach to the development of the foreign language of non-philological education students were evaluated. At this stage, English lessons were conducted on the basis of productive, inquisitive, creative, authentic exercises and case studies, taking into
account the skills of reading, writing, speaking and listening. At this stage, the following activities were carried out:
1) training sessions were held in the experimental group with the help of productive and research approach technologies;
2) questionnaires and post-experimental and final tests were organized to determine the level of English speaking skills among
students in the control and experimental groups;
3) the effectiveness of the developed teaching methods was determined and the shortcomings were corrected;
4) methodological feasibility and effectiveness of the proposed set of exercises and assignments were checked;
5) preliminary conclusions were formed based on the results of the second stage of research.
Conclusions
At the end of the educational research sessions, students were given post-experimental and final pre-tests. The post-practice test consists of two stages, the first stage consists of exercises and tasks consisting of several questions; and in the second stage, according to the types of speech activity: reading, listening, speaking and writing skills were checked. In this section, written exercises and communicative tasks were presented to students.
At the final stage of the research, the efficiency of productive and searching approach technologies and the level of integrated learning of speech activities in the development of the foreign language of the 1st - 2nd level students of non-philological education history faculties were compared. At the final stage of the study, the training results from the control and experimental groups were analyzed using mathematical statistical methods. The obtained information is related to the general theoretical conclusions of the dissertation.
The theoretical and practical results of this stage consist of:
1. the final test was conducted;
2. the post-experimental and final test results were compared;
3. a conclusion was drawn based on the results;
The effectiveness of the exercises and tasks used on the basis of the speech skills of the students of non-philological higher education institutions and the technologies of a productive and searching approach and the correct selection of the presented materials were proven.
The x-square formula (x 2) was used when analyzing the state of speech activity in the experimental groups compared to the control group. Control groups and experimental groups were divided according to the skills: Listening, Reading, Speaking, and Writing. Objects (students) in the samples were divided into four categories according to the evaluation level of "5" (excellent), "4" (good), "3" (satisfactory) and "2" (unsatisfactory). The evaluation criteria are given in the following table. This criterion was considered the main criterion for determining the theoretical knowledge, practical skills and qualifications of students.
As a result of creative and problematic exercises and tasks aimed at improving the technologies of productive and searching approach, the levels of growth of students' speech activities were compared. The role and position of the subject of English language in improving the technologies of a productive and searching approach to the development of the foreign language of non-philological education students was determined.
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submitted 22.08.2023; accepted for publication 20.09.2023; published 8.10.2023 © Nizamova, U. S.
Contact: umidanizamova18@gmail.com
