0Chirchik State Pedagogical University Current Issues of Modern Philology and Linguodidactics
Staatliche Pädagogische Universität Chirchik Aktuelle Fragen der modernen Philologie und Linguodidaktik
TEACHING ENGLISH TO THE YOUNG LEARNERS IMPLEMENTING TECHNOLOGY AND SOCIAL NETWORKING SOURCES.
Olmaxon Ataboy kizi Sazakova Teacher: Gulshan Mirzayeva
sazakovvaolmaxon 15 @mail .com
ABSTRACT
This article about the implementing technology to the young learners for teaching.The article is highlighted about modern technology. Technology has become an essential tool for EFL(English foreign language) instruction and learning by providing accessibility, interactive learning opportunities, personalization of instruction, collaboration among students worldwide as well as assessment tools for educators to evaluate student performance more accurately. The application of modern technology represents a significant advance in contemporary English language teaching methods.
Keywords:Teaching platforms, traditional teaching methods, implementing, technology, foreign language, modern resources, Social networking sources.
ANNOTATSIYA
Ushbu maqola yosh o'quvchilarga o'qitish uchun texnologiyani joriy etish haqida. Maqolada zamonaviy texnologiyalar haqida so'z boradi. Texnologiya qulaylik, interfaol ta'lim imkoniyatlari, ta'limni shaxsiylashtirish, butun dunyo bo'ylab talabalar o'rtasida hamkorlikni ta'minlash, shuningdek, o'qituvchilar uchun talabalar faoliyatini yanada aniqroq baholash uchun baholash vositalarini taqdim etish orqali EFL (ingliz chet tili) o'qitish va o'rganish uchun muhim vositaga aylandi. Zamonaviy texnologiyalarni qo'llash zamonaviy ingliz tilini o'qitish usullarida sezilarli muvaffaqiyatdir.
Kalit so'zlar: O'qitish platformalari, an'anaviy o'qitish usullari, amalga oshirish, texnologiya, chet tili, zamonaviy resurslar, Ijtimoiy tarmoq manbalari..
INTRODUCTION
The twenty-first century is the age of digital technologies, and every element of our daily lives is inextricably linked with technology. According to Wikipedia (2010), a social networking service (SNS) is an online platform or medium that is used to create social networks or social links among people who have similar interests and activities. The importance of various technologies and social networking
April 23-24, 2024
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Chirchik State Pedagogical University Current Issues of Modern Philology and Linguodidactics
Staatliche Pädagogische Universität Chirchik Aktuelle Fragen der modernen Philologie und Linguodidaktik
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services (SNS) in teaching and learning English, in particular, is crucial. Taranto, Dalbon, and Gaetano (2011) mentioned that, as a result of advancements in information and communication technology, the world is becoming increasingly linked. As a result of these advancements, classroom experiences need to reflect the same developments. As an English teacher, I utilize SNSs very successfully in my teaching, which leads to the growth of engagement with students via SNSs using technology. According to Melor (2007), lifelong education environments can significantly benefit from the implementation of social interaction technology. I use SNS to develop all types of language-related activities, such as games, movies, presentations, storytelling, and other exciting activities for my students to boost their enthusiasm for language study. Grandzol & Grandzol (2010) suggested that an advanced English class may use Wikipedia as a venue to debate various ideas and perspectives regarding literature that the students have read on their own outside of class. My students and I utilize a variety of social networking platforms, including YouTube, Facebook, Instagram, Telegram, Wikipedia, Twitter, and Tiktok. Unfortunately, there are certain challenges with connecting to SNS, such as a poor Internet connection, periodic power outages, computer freezes, computer and mobile phone software breakdowns, and loss of the Internet antenna.Clearly, there are some benefits of SNS. Students have access to a large audience while utilizing social networks. Online work promotes a feeling of global interaction. Students can communicate with their instructors and peers through Instagram, Telegram, Wikipedia, Twitter, and Facebook. This is extremely advantageous for shy students who might not be able to apply otherwise.Using photographs, videos, links, and postings, social networking sites provide multimedia interaction. Because they have a broader audience, students accept responsibility for their work. This can empower them and their work, leading to independence. Students can read comments aloud to the class and respond to them individually and directly. This maximizes contact and feedback with the teacher. Parents may view the work and progress of their children. On the other hand, utilizing SNS also comes with its fair share of drawbacks.It takes some time to plan, edit, and alter the digital learning materials that are provided to instructors. Searching for anything specific on the Internet may be a time-consuming and annoying process. Challenges arise for students when the technology they rely on is unreliable or when they do not have access to the internet.
Under the pretext of "writing on the internet," students spend more time playing computer games and chatting online than they actually do writing online. The study further explored teacher attitudes towards computer and information technology and the various ways they applied practical computer-assisted language
April 23-24, 2024
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Chirchik State Pedagogical University Current Issues of Modern Philology and Linguodidactics
Staatliche Pädagogische Universität Chirchik Aktuelle Fragen der modernen Philologie und Linguodidaktik
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learning experience and knowledge to their own language instruction delivery. The results found that almost all the teachers held positive attitudes towards the use of computers in the class. The results also underscored the importance of teachers' overall perceptions of technology, technological experience, skill, and competence, and the cultural environment that surrounds the introduction of IT into schools and language institutes and shapes attitudes towards computer technology. Shyamlee analyzed the use of multi-media technology in language teaching. The study found that such technology enhances student learning motivation and attention since it implicates students in the practical processes of language learning via communication with each other. Shyamlee recommended the use multi-media technology in classrooms, particularly as its positive impact on the learning process aligns with the ongoing efficacy of the teacher role. The findings of the research support the proven futility of traditional English teaching methods, and confirm that learners are more enthusiastic and interactive when using modern technology to assimilate English. Statistical data reiterates that a high percentage of those learning English language skills do so via modern media such as smart boards, computers and screens, as compared to traditional teaching methods. Moreover, the study reveals that the interaction with teachers and overall responsiveness of students in the classroom is significantly improved when using modern techniques in English teaching. In fact, it is clear both that students are more likely to learn from electronic curricula and that English language teachers prefer to employ modern technology rather than traditional methods of instruction. The topic of English language teaching and learning has emerged as one of the central issues of contemporary educational debate as studies have consistently demonstrated poor standards of student achievement across all levels. Since the current era is epitomized by the ubiquitous use of technology, it follows that technology has penetrated the field of teaching on a worldwide scale. Technology has become ubiquitous in all forms of contemporary life. Since the teaching process cannot be atomized from this global trend, this study further considers the impact of recent English teaching technology as compared to traditional practices which arguably render students passive, and prone to boredom. Indeed, this study demonstrates that the introduction of modern technological assistance yields timely learning progress and improved student proficiency across all English language skills including writing, reading, and conversation. Furthermore, according to some scholars
CONCLUSION
Additionally, with the implementation of a computer science curriculum in low performing schools, students who would not traditionally have exposure to
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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
technology would develop interests, skills, and experiences in real-world opportunities and careers. After volunteering in low-performing primary schools, I noticed the lack of exposure to technology most students experienced. Many of these students live at or below the poverty level as well as being English Language Learners. With parents that worked multiple jobs and had little time to participate in their child's education, these students had little support completing their assigned homework or expressing their thoughts and dislikes about their own educational experiences. Some students do not even have internet provided for them at their home, a basic technological tool many take for granted. Since these students have little to no resources, technologically or educationally, they are immediately disadvantaged and behind their peers who have opportunities to experience the benefits of technology.
REFERENCES
1. Brown H.D. 2007 Principles of Language Learning and Teaching. Longman.
2. Bland, J. (2015b). Oral storytelling in the primary English classroom. In J. Bland (Ed.), Teaching English to Young Learners. Critical Issues in Language Teaching with 3-12 Year Olds. London: Bloomsbury Academic.
3. Emmer, E. T., & Stough, L. M. (2001). Classroom management: A critical part of educational psychology, with implications for teacher education. Educational Psychologist, 36(2), 103-112.
4.Grandzol, C. J., & Grandzol, J. R. (2010). Interaction in online courses: More is not always better.Online Journal of Distance Learning Administration, 13(2). Retrieved from http : //www.westga. edu/~distance/oj dla/summer13 2/Grandzol_Grandzol 132.pdf
5. Larsen-Freeman D. 2000 Techniques and Principles in Language Teaching (2ndEdition). Oxford.
6.Mirzayeva, G. (2023). Teaching English through social networking sources. Prospects of using modern information technology resources in the educational system, 1(1), 353-354.
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