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THE EFFECTIVENESS OF ONLINE PLATFORMS IN TEACHING EFL Talipova NA. Email: Talipova17157@scientifictext.ru
Talipova Nilufar Abduvasikovna - Senior Teacher, DEPARTMENT OF UZBEK AND FOREIGN LANGUAGES, INSTITUTE OF THE STATE CONSERVATORY OF UZBEKISTAN, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: the article is committed to certain alternatives of the utilization of e-learning teaching methods in the Republic of Uzbekistan. Current methodologies with data innovation association were contemplated. The instructive experience of the utilization of open-source learning stages Moodle, Zoom, Platonus while unknown dialects educating is focused on. This additionally revealed insight into how to show culture in English lessons.
Today ever-evolving society, professionals with the skills and abilities that allow them to be more successful in a market economy environment are in great demand. The purpose of the article is the need to determine the scientific and practical significance of the professional competence of foreign language teachers as initiators and participants who directly interact in the learning process. Keywords: e-learning, blended learning, on-line learning, open-source learning platforms, Moodle, Zoom, Platonus, English language teaching, testing, e-learning courses.
ЭФФЕКТИВНОСТЬ ОНЛАЙН-ПЛАТФОРМ В ОБУЧЕНИИ АНГЛИЙСКОМУ ЯЗЫКУ КАК ИНОСТРАННОМУ Талипова Н.А.
Талипова НилуфарАбдувасиковна - старший преподаватель. кафедра узбекского и иностранных языков, Государственная консерватория Узбекистана, г. Ташкент, Республика Узбекистан
Аннотация: статья посвящена возможностям использования электронных средств обучения в Республике Узбекистан. Изучены современные подходы с вовлечением компьютерных технологий в процесс обучения. Рассмотрен опыт применения электронных платформ Moodle, Zoom, Platonus на материале дисциплины «Иностранный язык». В статье представлены и описаны наиболее эффективные методы обучения культуре на занятиях по английскому языку. В наши дни, когда общество развивается день ото дня, специалисты длжны обладать способностями и навыками, позволяющими им быть более успешными в нынешних условиях рыночных отношений, эффективно выполнять большую трудовую деятельность, будучи при этом достаточно социально адаптированными. Целью статьи является необходимость определения научной и практической значимости профессиональной компетентности учителей иностранных языков как непосредственных взаимодействующих инициаторов и участников образовательного процесса.
Ключевые слова: электронное обучение, смешанное обучение, он-лайн обучение, электронные платформы, Moodle, Zoom, Platonus, обучение английскому языку; тестирование, электронные обучающие курсы.
UDC 800
The situations in which we leam to separate ourselves automatically during a pandemic are a great opportunity to immerse ourselves in an extremely urgent, yet unrecognized evolving instructive universe. Through individual measures, exemplary foundations in many countries have become separate education. For students who combine work and study, these parts of teaching in the separation method are important. In the same way, online lessons allow students to get acquainted with their movements: you can usually go back to learning complex topics, set different video locations, or watch. Distinguished learning is the ability to read from anywhere on the planet when you are connected to the web and need to learn or to teach.
The conception of traditional education has changed drastically within the last years. Being physically present in the classroom is no longer the only learning opportunity at least not with the development of the Internet and new technologies.
There's no need to discount the skepticism surrounding education through the internet. It's hard to understand the notion of leaving behind the conventional classroom, especially if it's to face this vast space called The Internet. Based on distance learning of foreign languages on the use of information and communication technologies, all often included in the practice of various educational institutions.
Online platform in teaching is a form of education in which both the distance teacher and the student represent all components of the learning process and other interactive means implemented (e-mail, telephone conversations, negotiations using the Internet).
The system of new and modern proposals for higher education, the introduction of new educational standards requires a reconsideration of the methods of organizing the educational process.
The changing information and educational environment makes new demands on both the organizers of the learning process and the students. Teachers should be the facilitators of the lesson and lead their students to take an active position in the educational process and achieve maximum results.
E-learning is increasingly accepted by traditional academic institutions, newly established online organizations for teaching English and other subjects at universities. This study examined the effectiveness of using an e-learning platform to teach English to students in Uzbekistan. Data were collected using a questionnaire and analyzed using an Excel data analysis tool. Results revealed that e-learning platform is an effective platform for teaching English language. Participants held that they learned better via e-learning and that all English language courses should be taught through the e-learning mode. They consider e-learning platform as appropriate and better means for acquiring vocabulary, developing speaking skills, English language grammar, reading skills, writing skills, listening skills, and as a better mode of enhancing performance in English than the traditional classroom mode.
Today, the role and influence of the English language is growing rapidly throughout the world, as well as in the Republic of Uzbekistan. The main reasons for this are the expansion of contacts with the world after independence and the increase in the scale and speed of information exchange in the global village. The dominant language in terms of the language of content published on the Internet, English is a strong motivator for those looking to improve their global competencies to learn English.
Changing the education paradigm in the Republic of Uzbekistan and the increasing strong relationship and correlation of our country from the global perspective of development has put unexampled demands on teacher education programs, in particular on foreign languages teachers, to retrain teachers of higher schools of the Republic of Uzbekistan.
Improvement of language education is one of the strategic priorities of Uzbekistan's policy, which has a significant impact on our country cultural, social and economic development, while also defining the competitiveness of the nation in the coming years. The results of this study point to the unique opportunities and challenges faced by foreign languages teachers in the process of enhancing their skills in connection with the increasing growth of the requirements for the qualification and competence of teachers of high schools of the Republic of Uzbekistan, result-oriented.
As reforms in education and international experience in various fields, as well as the high demand for English, the idea of introducing teaching aids in English began to be accepted by the government. Educational institutions, which are now a means of teaching English, have become the most suitable institutions for learning. The number of English-language institutions is increasing year by year to meet people's desire to study in English [1, 295].
The standards of the modern higher education system require different approaches to the development of pedagogical skills. Continuing professional education of teachers is a necessary condition for improving their professional skills.
Teaching students of universities by use of modern information technologies is especially important, because in the learning process, they can critically analyze the educational process, the participants of which they will soon become in the role of teachers. University language policy ensures the quality of professional training modern specialists, because the need for the development of language education is proved as a component of professional education, the language environment as a component educational environment of the modern university.
To encourage foreign languages teachers of unfamiliar dialects to restructure their language level, which is basically the most important task for a language teacher, we offer them a few suggestions on how to improve their life skills in using Moodle's open source software. Magnification, Plato. At the same time, the application of e-life alongside non-modern electronics today, but the innovation of teaching and learning as a modern technique, demonstrates its usefulness in the instructional cycle. Prospects for the development of language education are associated with the use of innovative methods and technologies in the meaningfulness of the educational process, as well as the growth of professional competence of foreign language teachers. In order to achieve self-recognition of professionals, it is important to use open source learning steps in demonstrating unknown dialects such as Moodle, Zoom, Platonus for qualified purposes, which is a planned, uniform, often helpful instructional management exchange of instruments, consolidated. based on a whole training manual. Many educators today are trying to overcome the underlying problems and take advantage of divorce. In our experience, we are distinguished by the ease of use of the Zoom and
Platonus control stages for large classes. The teacher does not have to copy, download or print the materials to a USB drive - they can send the necessary links to the students.
Given the exam results and the latest state of the art computer news, we would like to offer a few suggestions for English teachers who need to teach English effectively in the open source learning stages of Moodle, Zoom, Platonus: During the distance learning, it is also necessary to set clear goals and objectives for each lesson and the entire course as a whole, what you want to teach.
- Improve pronunciation, learn to speak coherently, not make mistakes in any grammatical structures, expand vocabulary, and increase fluency in speech.
- The teacher should give an assortment of similar exercises: games, conversations, discussions, as in the usual classroom.
- Teachers should not forget about feedback: providing students with an understanding of their progress and difficulties in some areas.
- Give every student the opportunity to speak in a group online lesson.
To develop students' speaking skills during the distance learning, English teachers can additionally use the following tools:
- Voki - is a program that allows teachers to create talking characters;
- Flip grid - a video phase of the interview in which teachers conduct a lesson and invite the initiators of the conversation to respond using video;
- Speak Pipe - recording and backing up students' audio documents to check their progress;
- Voice Thread - a cloud-based application that permits understudies to transfer and examine archives, introductions, pictures, sound records and recordings, just as offer them;
- Padlet - an interactive bulletin board where students can record audio files and share them.
The article analyzes the importance of using online platforms in teaching foreign languages in universities. We reviewed the useful experience of using open source learning platforms such as Moodle, Zoom, Platonus in foreign language teaching, as well as the experience of implementing communicative-language and professional competencies for foreign languages.
Today, open source learning stages such as Moodle, Zoom, Platonus are convenient and satisfying for English teachers from different perspectives. The usual guidelines are no longer effective, and teachers need to inspire their students as before when introducing any material into the reading room. The books are planned to sit back, and the new novelty means that the lessons are more extravagant in nature and more engaging than the previous ones.
Online learning also gives students the opportunity to think about where they are best in any given situation. Some people cannot concentrate without absolute silence. Others need to listen to music or dive into action to be energetic. While classroom courses require a unique climate and cohesiveness, you can customize the current conditions you see on the Internet to your liking.
Distance learning allows students to be more creative and active in the classroom. They drew a picture along with everything they had learned from the lesson outside the reading room, which they would share with the rest of the students as they entered the room, and to demonstrate and reinforce what the teacher understood in an organized manner. The Zoom and Platonus administration stages allow students to better organize lessons and provide teachers with attractive assets to make their lessons more humane and friendly, where all students can take an interest without them paying attention.
In terms of technology, at the other end of the scale is the motivation to learn online from a whiteboard and laptop in the context of developing countries. At the present time (and as far as we can judge for the foreseeable future) this is unhelpful for the majority of teachers in Uzbekistan [2, 136].
For conclusion, in a few words, we can say that distance learning technology in foreign languages teaching is not the future, but the present of education. The use of this technology in the classroom has become the perfect complement to mastering or gaining command of a language, and English courses accompanied by technological support are the most effective and attractive to teachers and students who want to be successful in their learning and teaching.
References / Список литературы
1. Turdiyeva L. U. The role of teaching English in the period of modernization in Uzbekistan //
Molodoyuchoniy, 2018. № 44 (230).
2. Shoumarov G., Iriskulov A. // Globalisation and the Sociolinguistic Typology of Languages. In
H. Coleman, J. Gulyamova& A. Thomas (Eds.), National Development, Education and Language
in Central Asia and Beyond, 2005. Uzbekistan: British Council.
