2Chirchik 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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THE MAIN OBJECTIVES OF CREATING MOBILE EDUCATIONAL CONTENT TO DEVELOP THE ENGLISH LANGUAGE COMPETENCE OF
FUTURE TEACHERS
Gulsevar Abdulaziz qizi Usmonova
English teacher Chirchik State Pedagogical University E-mail: gulsevardesigner@gmail.com
ABSTRACT
The research paper focuses on the real problem, which is the use of mobile learning tools to help future teachers develop their English language proficiency and to create mobile learning materials that adhere to its core values. This study examines contemporary perspectives on mobile learning as a distinct kind of e-learning with benefits and drawbacks of its own. As the article's goal, this study develops the fundamental ideas of mobile learning content creation and offers a novel conception of mobile learning.
The author of the paper also addresses the concepts of mobile mentorship and micro assessments, which can offer more opportunities for context-aware, real-time training to help future teachers develop their English language proficiency. Since it provides a thorough explanation of the fundamentals of developing mobile learning content and how to include it into the training process for future instructors, it is highlighted that the research is practical. The forms, techniques, and fundamental ideas of mobile learning should connect Uzbek students to the global education informatization process and offer new avenues for the development of their English language proficiency.
Keywords: mobile learning, technology, mobile application, education, didactic principles, games, content, English language.
The quick advancement of contemporary ICT technology creates a multitude of chances for higher education institutions to successfully manage their academic processes and produce favorable outcomes. Mobile phones have completely taken over interactive learning, from acquiring new information to activating and refreshing knowledge to performing tests and final assessments. As a mainstream that reveals new dimensions of learning and personal growth, mobile phones have become a sound approach to several long-standing educational issues.
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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
^hjrchiqdavlat^edagGgika^niversiteti^^^^^^^Za
With the help of mobile devices like smartphones and tablets, learners can engage in distant learning courses without any restrictions or limitations, access digital content in a highly personalized way, and connect with billions of other learners globally to create a highly beneficial learning environment for the global network of learners.
With the use of blogs, social values, and discussion forums, mobile devices can serve as an efficient means of communication between individuals and groups of people undergoing education. Because of its ease of use, smoothness, efficiency, affordability, and low time consumption, modern mobile technology is becoming more and more popular among students and university lecturers. It also helps students perform better through contextual learning.
According to a review of scientific literature, more research is needed to define the scope of mobile learning, explain specific elements of mobile learning strategies, highlight the advantages and disadvantages of using mobile devices, and create instructional strategies for integrating mobile learning into different university courses.
Several scientific studies have noted the problems associated with future teachers' training with new technology, mobile phones in particular while developing the elements of their professional competence. International academics provide a more thorough description and explanation of mobile learning approaches, while Uzbekistan has not conducted much in-depth research on this topic of scientific interest. The examination of mobile device usage experiences in Uzbekistan and overseas concludes that methodical techniques for utilizing mobile learning technology are inadequate, as is the theoretical foundation development.
The urgency of solving the issues of technologization of this type of education, which ensures the development of professional competencies of future specialists, that is, teachers, is determined by the need to maintain a balance between the didactic possibilities of mobile education and the lack of attention of scientists.
Described as learning technology that uses mobile devices in the process of classroom and extracurricular activities to give lecturers and students access to information, to facilitate mutual communication and interaction between lecturers and students, and to give students endless opportunities to constantly revise the material, mobile learning encompasses the core idea, guiding principles, and didactic possibilities.
These unusual features described above help to better understand the phenomena of lifelong learning that follow students throughout their lives. The continuous, voluntary, and self-driven acquisition of knowledge for personal and
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professional purposes is lifelong learning. In addition to promoting active citizenship and personal growth, it improves competitiveness, self-sustainability, employability, and social inclusion.
As formal education takes longer and the skills acquired in school are not sufficient for success in the workplace and the future, the idea of lifelong learning is constantly evolving.
Following the concepts of M. Bransford and J. Douglas regarding the significance of lifelong learning, it is important to highlight the perspective of J. Traxler (n.d.), who argues that the use of mobile devices in the educational process has a significant impact on the way knowledge is acquired, expands the geographical possibilities for participants' locations, and benefits from new forms of material presentation. [1]
Chinese scientists are actively involved in the development of mobile learning and view the first mobile project, "Theory and Practice of Mobile Learning," supported by Peking University, the Ministry of Education of China, and the Center for Education Technology, as a promising approach to effective learning. They elaborated on the existing situations, explored the outcomes of mobile learning, and explored the features and potential applications of mobile learning platforms.
S. Semerikov (2015) highlights the outcomes of the perspectives in the field of mobile learning involvement in the educational process by analyzing the specifics of its implementation, as well as its benefits and drawbacks, based on statistics data of using mobile devices, mobile educational programs, and wireless access. According to the author, mobile websites, mobile applications, social networks, electronic tools adapted for educational purposes and original virtual reality content are the main forms of mobile content used in mobile learning. [3; 37-39]
M. Striuk and A. Striuk (2015) emphasize the primary trends of academic mobility development—from students' mobility to mobile programs and educational service providers—and describe new initiatives that seek to increase academic mobility. They do this by observing educational mobility from a position of systematic approach. The authors note a new kind of mobility provision and concentrate on virtual universities, which serve as the foundation for the growth of virtual student mobility. The primary function of these universities is to provide instruction through the use of modern ICTs, namely the Internet and mobile learning environments. [4; 1-5]
According to K. Buhaichuk (2012), mobile learning can be classified as a distant learning method inside the educational system, but it also shares characteristics with electronic learning. From the author's perspective, mobile
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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
learning can be defined as the educational process that takes place when students have mobile access to educational materials and engage with instructors and other students through the tools these resources provide. [2; 47-52] Furthermore, the foundation of mobile learning is the use of contemporary ICT technology along with the principles of flexibility, module division, independence from time and location, and independence. Based on an analysis of the aforementioned resources, the author has concluded that scientists from both abroad and in Uzbekistan emphasize the significance of organizing the learning process in a mobile format. This approach incorporates many of the benefits of remote learning while avoiding its disadvantages. The author identifies m-learning as the most recent, efficient, and educational mobile learning environment among others. In the meantime, not enough research has been done on the issue of developing mobile learning content for English language instruction. It is necessary to further investigate the formation of the basic communication principles of mobile education and the impact of this type of education on the critical competencies of future teachers, in particular, the ability to know English, which represents the goals of the article.
In order to further improve mobile learning content, the article aims to generalize the main idea, content, and methods of mobile learning (analyzing foreign experience, defining the fundamentals of creating mobile learning content, and defining the perspectives of implementing the aforementioned technologies in the Uzbekistan educational environment). It also conducts an empirical study of the efficacy of mobile learning in the contemporary educational environment.
As the primary factor in the growth of society, education should be adaptable enough to the demands of the contemporary world. Therefore, the foundation for computerizing the learning process at higher education institutions was the emergence of ICT technology. Through the use of mobile platforms, e-mail communication, conferences, forums, and other kinds of communication, all educational institutions are connected to the Internet and can conduct remote learning through the use of mobile devices. Regarded as the next phase of e-learning development, mobile learning makes use of wireless connectivity to educational resources and mobile devices as teaching tools.
The use of any mobile device as the primary means of instruction, which does not restrict the student to the classroom environment, is the unique feature of mobile learning when compared to other educational systems. Thus, mobile learning is thought to be among the finest ways to boost student interest and teacher productivity.
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Various descriptions of the mobile environment can be used to characterize each type of content and its productivity and effectiveness:
Currently, mobile websites are the most popular means of providing access to educational resources. This website may have a lecture page, a blog for content navigation, and an online learning platform. These websites typically don't have many extra features and employ a straightforward format for presenting instructional content that is tailored to the mobile device ecosystem.
The primary software support for smartphones, tablets, and other mobile devices is a mobile application. Through mobile applications, one may check email correspondence, browse through mobile material, and use different messengers like Gmail or Viber to speak with others. Aside from the instructional content, the unique features of educational mobile applications include an informational system that encourages students to work on the newest material and the option for offline work if the files need to be downloaded.
- Mobile devices can be used to materialize popular social networks. Social media can be utilized for educational purposes in addition to enjoyment. They provide ease of data exchange, allow users to publish and download instructional materials about significant events, and display student research projects for public viewing.
Despite the benefits of mobile learning, Uzbekistan's primary education institutions are not prepared to use smartphones and other mobile technologies to improve student learning. When creating the content for the mobile presentation, the course material must be broken up into short, easily comprehensible, and highly legible sections known as "chunks."
Chunking is an engaging and efficient approach to shift the process of continuous learning from traditional learning methods like computer screens, textbooks, or lectures to active mobile learning involvement. Chunking is utilized for a wide range of learning and memory strategies.
As a fully learner-centered method, the nicest part about well-targeted microlearning is that it gives students the maximum flexibility to select the location and time of task completion. When arranging the material of the mobile course, there are a few fundamental guidelines to remember:
- group sections based on patterns and resemblances;
- incorporate straightforward images with less text because it perfectly complements the captivating aspect of mobile access;
- reduce long descriptions and stick to well-written, highly readable content;
- pique learners' interest in the subject matter to hold their attention for longer;
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Chirchik State Pedagogical University Staatliche Pädagogische Universität Chirchik Chirchiq davlat pedagogika universiteti
Current Issues of Modern Philology and Linguodidactics Aktuelle Fragen der modernen Philologie und Linguodidaktik Zamonaviy filologiya va lingvodidaktikaning dolzarb masalalari
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- use real people's images instead of clipart because they are more credible, up to date, and help students stay focused and engaged;
- incorporate contemporary mobile visual design into learning projects; - create training exercises that take no more than 15 minutes to complete.
This will allow students to get started, finish the exercise, learn the material focused, and feel accomplished, which will motivate them to move on to the next assignment. Another important concept to consider is mobile mentoring, which is becoming more and more significant as more Uzbekistan universities are starting to provide courses to remote learners.
When students most need it, mentor-student relationships can be set up to offer more context-aware, in-the-moment training possibilities. In order to expand the library in the specific course coaching platform, mobile mentoring involves creating brief, casual films covering common grammar and vocabulary issues in the context of university courses. These videos are presented by a group of knowledgeable lecturers and tutors who are interested in serving as mentors. Due to its widespread distribution and outreach outside of academic settings, this content can address significant gaps in competency and satisfy the needs of contemporary students for more mentoring and flexible teaching methods.
Mobile micro assessments are another way to provide content for mobile learning that continues to teach even after students finish a course. Short, five-to ten-question tests are designed by university personnel and mobile mentors to gauge students' retention of material. They are scheduled to be sent out to students weeks or even months after the course ends. These short tests can be completed in a variety of methods, such as through cloud-based systems or text messaging without the need to log into any apps.
A further premise that supports the development of mobile learning is that its interesting, engaging, and motivating elements serve as a driving force behind the participation of a large number of students and the regular tracking of their progress. Incorporating mature and reflective humor grounded in real-world scenarios can help students transition from classroom activities to self-directed learning. When traveling or acclimating to new habits and traditions, mobile learning content creators might find additional inspiration that can enhance their photo and video content with real-world information. These hilarious assignments help students become more self-motivated for their personal training success and view learning as an exciting game that they can play without worrying about receiving a grade for their grammar or stylistic accuracy.
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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
In conclusion, research on the use of mobile learning content to help future teachers become proficient in English:
- the process of mobile learning can be utilized as one of the most efficient ways to help students become competent in a particular educational field through the use of technical mobile devices and specific, informative, and didactic content;
- it is stated that the main didactic functions of mobile learning are knowledge formation, modeling and visualizing specific educational activities, conducting educational research, automating the process of controlling and accessing students' achievements, and supporting students' extracurricular activities;
- the examination of content related to mobile learning reveals that most users of this platform are actively engaged in acquiring foreign language proficiency through cutting-edge technological tools.
Students' understanding is greatly increased by this technology's effectiveness and feasibility.
REFERENCES
1. Brandsford, M. & Douglas, J. (2000). How People Learn: Brain, mind, experience, and school. Washington (D.C), USA.
2. Buhaichuk, K. (2012). Mobile learning: essence and models of introduction in educational process of higher educational establishments MIA of Ukraine.
Informatsiini tekhnolohii i zasoby navchannia, 1(51), 47-52.
3. Semerikov S. (2015). Development of Mobile Learning Environment as a Problem of the Theory and Methods of Use of Information and Communication Technologies in Education. Informatsiini tekhnolohii i zasoby navchannia, 4(42), 37-39.
4. Striuk, M., Striuk, A., & Semerikov, S. (2015). Mobility: system approach. Informatsiini tekhnolohii i zasoby navchannia, 5(49), 1-5.
5. Usmonova G.A. (2024). Exploring the Conceptual Framework of Mobile Learning Technology. Texas Journal of Philology, Culture and History, 28, 18-20. https://doi.org/10.62480/tjpch.2024.vol28.pp18-20
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