3Chirchik State Pedagogical University Current Issues of Modern Philology and Linguodidactics
Staatliche Pädagogische Universität Chirchik Aktuelle Fragen der modernen Philologie und Linguodidaktik
THE IMPORTANCE OF DIGITAL TECHNOLOGIES TO MOTIVATE ENGLISH LANGUAGE LEARNERS
Gulbahor Abduvali qizi Axmedova
O'ZMU Xorijiy filologiya fakulteti Xorijiy til va adabiyoti kafedrasi stajyor-o'qituvchisi E-mail: gulbahoraxmedova30 @ gmail. com
ABSTRACT
In this article, the theoretical views and researches by several scientists were analyzed and conclusion was given related to the significance of digital technologies to motivate students in English classrooms.
Keywords: digital atmosphere, motivation, method, investment, social media, collaborative learning, authenticity
ANNOTATSIYA
Ushbu maqolada Ingliz tilini o'rganishda talabalarni ruhlantirish uchun raqamli muhitning ahamiyatiga oid ko'plab olimlarning nazar iy fikrlari keltirildi va xulosalar berildi.
Kalit so'zlar: raqamli muhit, motivatsiya, metod, sarmoya, ijtimoiy tarmoq, hamkorlikda ishlash, haqiqiy muhit
On a daily basis, the technology is widely used in almost every domain. There is concern how to motivate students to learn language affectively. It is time to apply digital technology in the language classroom because students are addicted to social media via own devices. According to their interests, the usage of technology is suggested in appropriate, planned, informative way to engage students actively. Articles reveal the effectiveness of digital environment rather than non digital ones by conducting a lot of experiments among controlled and experimental groups and also pointed the role of English teacher for the usage of technology in the classroom, how to manage in particular time, how to suit individual students' needs, how to go on objectives of lesson, how to select resources in target classroom.
There are several studies were carried out to show the relevance and effects of technology for the sake of motivating students' language learning. Genc (2015) investigated experiment among teachers and students through technology use. The results show that the technology use increased students' language and cultural awareness and some students preferred doing activities via online games while some
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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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of them follow interactive communication. [1] In that case, the teacher should plan, organize and set the time for every activity according to learners' needs and interests.
Wong, Tan and Lin (2019) conducted experiment by using interactive whiteboard among two groups of primary school students. [2] Both groups' attitudes were the same at the beginning however after treatment achievement, motivation and interests of language learning in experimental group increased significantly rather than control group.
There are a lot of these kinds of experiments conducted, here some of them were counted.
Moreover, experiments reveal the position of ICT that motivates language learning and provide better performance of EFL/ESL classroom.
Accoring to Aysu (2020), all studies show motivation and technology are two vital key elements in English learning classroom while teachers and learning process also other factors to encourage students by applying different activities, authentic materials. [3]
First of all, technology based English classroom demands accessing and connecting to technology, computers, phones or other gadgets through high quality of internet connection. These factors are important ones as (Maritza 2018) mentioned, to engage students in both virtual and face-to face session. [4] In Uzbekistan's context, it is impossible to access all online platforms in some regions that's why the teacher find the proper way for engagement. Another pervasive thing is digital literacy skills as Aysu (2020) mentioned, both students and teachers need to utilize devices effectively. Especially teachers provide available resources for learning language except negative ones to access multiple useful authentic materials to practice all language skills. Maritza (2018) mentioned that the teachers need to think carefully how t manage online tools not be confused for students and there are the majority of materials, resources which are not suitable for target learners that's why the instructors must choose carefully in order to go with teaching context and meet the students' needs.
Digital environments offer multi modal options. Web site, blogging, micro-blogging, podcasting, video sharing via YouTube, posting on Facebook, Instagram as outside-of-class activities can be effective for English learners. These platforms provide to improve cognitive, top-down skills collaboratively. [5] Smith (2018) mentioned this kind of example, posting or video creating in English for social media this way can improve current century skills, creativity, personal expression, meaningful content, attracting the audience. These types of activities are suggested for teachers to give their students as homework. Maritza (2020) claimed that it is not
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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advisable the teacher use digital technology to make the lesson enjoyable or interesting whether it works or not. This way can't help al time and for all students because identities, context, purposes are different. After the usage of device in the classroom, it is important to give both students' and teachers' feedback. If digital environment can't meet students' needs or is not related to their goals, it is time to use non digital content. Together with this, Aysu (2020) noted multiple advantages of technology based lesson, such as it provides students to clarify real world unconsciously, students can follow based on their own performance and attitude in learning process. Even there are useful platforms that offer to interact with native speakers to be aware of natural English. As we can see, all positive sides of digital environments for language learning can't be ignored, there are multiple reasons, examples, experiential evident mentioned by researchers.
According to Maritza (2018), applying investment to learning process can be motivation for target group. Smith (2019) noted important four values in the activities:
- Interest-enjoyment value- the activity is interesting and enjoyable for learners;
- Attainment value- the importance of the activity to the learners' aims;
- Utility value - how the activity is useful or productive for the learners' goals;
- Cost value - focusing on emotional quality of the activity.
According to self-determination theory, there are two types of language learning motivation, intrinsic and intrinsic. The former one means doing something to be enjoyable while the latter one expresses that doing something to reach the goal, gain the reward. [7] The motivation plays the major role for "feared self" and "default self' in the language context. If students have not enough motivation, they faced feared self that refers to the personal identity because of the lack of proficiency, confidence, the presence of fear, anxiety which create language barriers to engage students in active sessions through risks for language use. Ushioda (2013) suggested to avoid this issue that the self directed learning process through digital technology to increase learners' self confidence, and improve results in better enjoyable and motivational environment.[8] This kind of technique impacts on learners' motivation through opportunity provision for interaction with target group speakers, attending enjoyable activities, self-directed activities and influencing learners' identity. If students have enough motivation through different ways in the classroom, they are active participants in the lesson via native language exposure as a "default self". [6]
Although technology based classroom activities are highly recommended, the textbook exercises also are used as controlled ones. As technology based activities, CDs, DVDs, power point presentations by demonstrating on the screen, songs,
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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Internet based activities related to syllabus by aligning curriculum according to students' needs. [3] I also give some these kinds of activities that we have used on current program, Jeopardy, Kahoot, Wordwall, Coogle, Visuawords which support language learning. These are not only for enjoyment, they are organized by including elements of lesson by the teachers before the lessons.
Maritza (2018) suggested collaborative work through online platforms during the both online and offline session to reach the goal easily, exchange individual ideas, to analyze or criticize each other's viewpoints rather than conducted teacher controlled discussion. I also can give this tool as an example, padlet which some instructors used during session offers community to share ideas and others' posts' also visible to read or look through.
Technology can make teachers reflect regarding the way for increasing students' interests and focusing their attention via discussions, negotiations which students scaffold their learning process improve thinking skills. Multimodal learning content that also is highly recommended for future learners offers variety of multimedia options through video creating, podcasting, or other digital content creation to improve creative skills by expressing themselves. These kinds of activities are done interestingly and addictively by students because almost all learners' interests are related to the technology, social media in this modern global scale. Logically, qualified expert or experienced instructors can conduct lessons effectively through only marker and whiteboards however it is difficult to grab current students' attention or suit their needs because our daily life is related to technology. Moreover, social and collaborative learning exist among language learners through online communities, communication with native speakers, receiving peer feedback for the sake of motivating and engaging in active classroom. According to Smith (2019), learners have strong beliefs which English language learning is more effective in natural atmosphere exposure. [6] That's why the teachers should create atmosphere that offers natural learning process and authenticity as future direction.
All in all, the most essential factors are analyzed to learn English in digital technology environment as motivation. Undoubtedly, technology use can motivate students internally and externally however this does not mean the usage of modern devices in the classroom all time for all students or all contexts. The technology helps students to improve motivation and engagement or results, it should be used by planning, managing, organizing before the lesson. If it does not work or is not related to students' goals, other ways, techniques, methods should be utilized efficiently. Nevertheless, technology or internet is not reliable in all educational campus in
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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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Uzbekistan that's why the teacher need to create authentic atmosphere to acquire language through multiple methods as investment.
REFERENCES
1. Genc, I., B. (2015). How does technology affect language learning process at an early age? Procedia Social and Behavioral Sciences, 199, 311-316
2. Wong, K., T., Tan, K., N., & Lin, C., Y. (2019). Innovative improvised low-cost wiimote interactive whiteboard learning tool for teaching Chinese as a second language (tesl). International Journal of Innovative and Technology and Exploring Engineering (IJITEE), 9(1), 2233-2237.
3. Aysu, S. (2020). The use of technology and its effects on language learning motivation. Journal of Language Research (JLR), 4(1), 86-100.
4. Maritza, A., R. (2018). Motivating English language use by using benefits of technology. Education and Learning Research Journal 16 (3), pp. 117-140
5. 5Henry, A., & Cliffordson, C. (2015). The impact of out-of-school factors on motivation to learn English: Self-discrepancies, beliefs, and experiences of self-authenticity. Applied linguistics, 38(5), pp. 713-36.
6. 6Smith, S., A. (2019). Digital environments and motivation among ESL learners. In J. I. Liontas (Ed.), The TESOL encyclopedia of English language teaching, pp. 1-8. Wiley. https://doi.org/10.1002/9781118784235.eelt0960
7. 7Deci, E., & Ryan, R., M. (1985). Intrinsic motivation and self-determination in human behavior. New York, NY: Plenum Press.
8. 8Ushioda, E. (2013). Motivation and ELT: Global issues and local concerns. In E. Ushioda (Ed.), International perspectives on motivation: Language learning and professional challenges, pp. 1-17. Houndmills, England: Palgrave Macmillian.
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