32Innovative Technologies in Teaching Foreign Languages and Learner Assessment in Online Education
Chirchik State Pedagogical Institute of Tashkent region
PROS AND CONS OF ONLINE LANGUAGE LEARNING IN
UZBEKISTAN
Rayhona Shahobiddin kizi Kurbonova
Foreign language faculty of Uzbekistan National University, master student
ABSTRACT
The aim of this study is to explore the pros and cons of online learning in foreign language teaching. Qualitative and quantitative data were collected from schools, lyceum and universities in different parts of Uzbekistan through a questionnaire in which 110, English foreign language teachers were participated. The main purpose of this research is to provide some suggestions for overcoming the existing disadvantages and therefore to facilitate language learning. It is hoped that the results of this paper will help language learners and educators and develop the language learning process and ultimately improve the Uzbek language teaching education system.
Keywords: merit, demerit, language learning, e-learning, online, advantage, disadvantage, pros, cons
INTRODUCTION
The world has changed significantly over the past two years due to COVID-19. This change has been both beneficial and detrimental to humanity. Factors such as human mortality, production delays, business constraints, fears in people's hearts, and the hassle of the virus are negative aspects of CO VID-19. As a result of quarantine, the reduction of human damage to nature, the reduction of air pollution due to transport restrictions, and the emergence of new approaches in all areas are beneficial of pandemic. For example, only in the field of education, various new ways and methods of learning have emerged. Around the world and Uzbekistan, educational institutions have created online learning platforms for students to continue their learning process. Today, digital education has emerged as a necessary resource for students and schools around the world and also Uzbekistan. For many educational institutions, this has come in as a completely new method of education that they have to adapt to. For example, In accordance with the decision of the Cabinet of Ministers of the Republic of Uzbekistan "On further improving the activities of online education in the public education system" ID-18498, the project "online school" has been
Innovative Technologies in Teaching Foreign Languages and Learner Assessment in Online Education Chirchik State Pedagogical Institute of Tashkent region
developed in Uzbekistan. According to the decision, video lessons were broadcast on the National TV channel. During the quarantine period announced in our country due to the coronavirus pandemic, about 6.2 million students were taught video lessons on three TV channels in cooperation with the National Television and Radio Company of Uzbekistan within the framework of the "Online School" project
The demand for online education has increased significantly in recent months and will continue to do so in the future. Like many teaching methods, online learning has its pros and cons. Decoding and understanding these merits and demerits will help institutions develop strategies for more effective teaching, ensuring students' continuous learning journey.
METHODOLOGY
2.1. Participants
As the main subject of this article is to find out the merits and demerits of online foreign language teaching in Uzbekistan, then the researcher needed to have access to English foreign language teachers, fortunately it was available throughout Uzbekistan. A total of 110 teachers participated in this study. All Participants are teachers working in educational institutions such as public and private schools, lyceum, higher education and training centers. Their age ranges from 28 to 45 years. 2.2. Instruments
The researcher used the questionnaire method in this study. This questionnaire consisted of two sections (qualitative and quantitative part). The first section consists of 14 statements, to which the teachers answer with Strongly Agree (SA), Agree (A), Disagree (DA), Strongly Disagree (SD). The second part consisted of 3 open-ended questions. The purpose of these questions was to learn about the strengths and weaknesses of online language learning in Uzbekistan. And to find the right solution to the identified disadvantages and eliminate them. In this way, to improve the quality and level of education of students. (Appendix 1)
RESULTS
Table 1 shows the results of the teachers' responses to section 1 of the questionnaire. In response to Question one 70 teachers indicate their agreement, but 40 teachers indicate that there is face to face interaction in online foreign
Innovative Technologies in Teaching Foreign Languages and Learner Assessment in Online Education Chirchik State Pedagogical Institute of Tashkent region
language learning. Also, in response to Question two and three 70 teachers indicate their agreement but, 40 teachers indicate that e-learning is no customized learning experience and in e-learning students have not lack of self discipline, low motivation and distraction. The statement in Question four is an advantage of online language learning because 90 teachers indicated agreement, only 20 teachers indicated disagreement. Responses to Question five indicate that 60 teachers are in disagreement while 50teachers are in agreement. In terms of online classes often lead to boredom as investigated by Question six, 90 teachers indicate disagreement. Question seven examines students confidence, comfort and convenience in using internet for learning language, a total of 60 teachers indicate their strong agreement or agreement but 50 teachers indicated the opposite. In response to Question eight 20 teachers are strongly agreed, 40 teachers are agreed and 50 teachers are disagreed. 130 teachers strongly agree and 90 teachers agree with the statement that online language teaching requires computer literacy from the teacher (Question nine and ten). The eleventh Question is disagreed by 80 teachers, which means that online education does not improve the attendance of students. The statements in Questions twelve and fourteen were the success of online learning because 100 teachers agreed to the first question and 90 teachers agreed to the next question. And finally in response to Question thirteen, 80 teachers are disagreed and 30 teachers strongly agreed or agreed. Table 1(4)
The teachers also provided one or more answers to the three open ended questions in section 2 of the questionnaire. In response to Question fifteen about
Innovative Technologies in Teaching Foreign Languages and Learner Assessment in Online Education Chirchik State Pedagogical Institute of Tashkent region
their enjoyment in using the Internet for teaching English, all teachers answered positively. They enjoyed finding out authentic materials, textbooks, handouts or activities and etc. for teaching English. In relation to the use of Internet ( Question sixteen ), 70 teachers said that e-learning was good for learning foreign languages and 30 teachers pointed it is bad way of learning languages and unfortunately 10 teachers did not answer to this question.
...In my opinion, e-learning is one of the best ways for everyone if the person has a target goal for his/her future. Because after work or study it is extremely hard to go any other courses around the city. Besides that traffic congestion is also the next issue for offline learning because of time limits.
...It's good because it saves time spent on transportation, for instance, and gives the opportunity to gain knowledge for those who want to study abroad but can't afford it.
... It's not very effective when it comes to teaching younger learners, due to the lack of face-to-face interaction and kinaesthetic activities.
The following conclusions can be drawn from the suggestions of teachers on the improving of the existing demerits in online language teaching in Uzbekistan (Question seventeen).
What can be done to improve e-language learning:
1. Improve the quality of the Internet in our country ;
2. Provide (online) courses for teachers how to teach online ;
3. Provide free resources for teachers ( textbooks , books , flash cards, channels , videos , etc. . )
4. Organize communities ( events ) for teachers where they can share their experience and discuss problems which they have in teaching process .
5. Motivate teachers with the help of international and local competitions . To improve international communication among teachers all over the world.
Table 2. Advantages of Online Language Learning
Innovative Technologies in Teaching Foreign Languages and Learner Assessment in Online Education
Chirchik State Pedagogical Institute of Tashkent region
Pros
Efficiency and flexibility.
Online language learning offers teachers an efficient way to deliver lessons to students. Online language learning has a number of tools such as videos, PDFs, podcasts, and teachers can use all these tools as part of their lessons plans. The teacher could transfer study materials, share links, documents or study materials efficiently and quickly.
Customized learning experience.
Most established offline classes have a fixed and planned curriculum. But in online classes language learning via Skype, Zoom, Google Hangout, Adobe Connect, any LMS, or any other virtual classroom tools provides the learner with a more varied learning experience.
Table 3. Disadvantages
Cons
Sense of isolation.
Students can learn a lot from being in the company of their peers. However, in an online class, there are minimal physical interactions between students and teachers. This often results in a sense of isolation for the students. In this situation, it is imperative that the school allow for other forms of communication between the students, peers and
Accessibility of time and place.
Online education allows students to attend classes from any location of their choice. Additionally, online lectures can be recorded, archived, and shared for future reference. This allows students to access the learning materials at a time of their comfort.
Self confidence, comfort and convenience.
Many students are shy and afraid of to ask questions when they do not understand something. They also hesitate to share their opinions and ideas in a group class. The online courses through a tutor can help students overcome emotions. More budget friendly.
Students can save a considerable sum of money by opting to learn a language online.
line Language Learning teachers. This can include online messages, emails and video conferencing that will allow for face to face interaction and reduce the sense of isolation. Teacher training.
Online learning requires teachers to have a basic understanding of using digital forms of learning. However, this is not the case always. Very often, teachers have a very basic understanding of technology.
Innovative Technologies in Teaching Foreign Languages and Learner Assessment in Online Education
Chirchik State Pedagogical Institute of Tashkent region
Sometimes they do not have even have the necessary resource and tools to conducts online classes. Technology issues. Another challenge of online classes is internet connectivity. Without a consistent internet connection for students or teachers there can be a lack of continuity in learning. This is detrimental to the education process. Lack of self discipline, low motivation and distractions. If you want to be a successful online
leaner, you need impulse, motivation, self directed, disciplined, and need to follow stringent time management.
Not suit all learning styles: visual, auditorial and kinaesthetic.
Visual and auditorial learners may have no difficulty or problems in the process of online language learning. However, special programs will be needed for kinaesthetic learners.
CONCLUSION
This article analyses the advantages and disadvantages of online language learning in Uzbekistan. It also made some suggestions as a solution to the existing demerits. Only by designing suitable hardware and software we can create a better environment for online foreign language learning in Uzbekistan.. Because we are in the information age, and online language learning will have a bright future surely. Appendix 1 Work place: Age: Date:
Quantitative part
Strongly agree=4 Agree=3 Disagree=2 Strongly disagree=1
1. There is no face to face interaction in foreign language learning.
2.E-language learning is customized learning experience.
3. When you learn English online you will have lack of self discipline, low motivation and distractions.
4. E-language learning is more budget - friendly than offline classes.(5)
5. In online language learning students have less interactive sessions and no discussions with other students.
6. Online classes often lead to boredom.
7. Online language learning give students to be self confidence, comfort and convenience.
8. Online learning give to students sense of isolation.
Innovative Technologies in Teaching Foreign Languages and Learner Assessment in Online Education Chirchik State Pedagogical Institute of Tashkent region
9. Teacher should manage screen time in e-learning.
10. Online language learning requires teachers to have a basic understanding of using digital forms of learning .
11. E-learning improved students attendance at the lessons.
12. Online language learning means you can learn language from anywhere and anytime.
13. Online language learning suits a variety of learning styles: visual, auditorial and kinaesthetic.
14. Online language learning is efficiency way to students and more flexible.
15. Do you enjoy using the internet for teaching English? If yes, what do you enjoy about it? If no, why do not enjoy it?
16. In what ways do you think e-learning is good or bad?
17. Do you have any comments about advantages or disadvantages about e-language learning? If there is any disadvantages what are the solution?
REFERENCES
1. https://regulation.gov.uz/uz/document/18498
2. www.uzedu.uz
3. https://docs.google.com/forms/d/e/1FAIpQLSfcQn RoS7MjssisPa7fZ51jAa Ng5S5ef914ht7edGwQXOuKA/viewform?usp=sf link
4. https://docs.google.com/forms/d/1ttb_g3LF56aHojx6Gqrf-7OBN8-v0M7alKHWAftS-Xk/edit#responses
5. http://www.elsevier.com/locate/procedia WCIT-2010 www.elsevier.com/locate/procedia Procedia Computer Science www.elsevier.com/locate/procedia Effects of e-learning on Language Learning Neda Mohammadia* , Vahid Ghorbanib , Farideh Hamidiab aMA student of Curriculum Development,Department of Education,[email protected] bBA student in English Education,Department of English Language, [email protected] abAssistant professor of psychology,Department of Education,[email protected] Shahid Rajaee Teacher Training University, Department of Education, P.O. Box 167855-163- Tehran-Iran
