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THE IMPORTANCE OF INNOVATIVE AND INFORMATION TECHNOLOGIES IN
TEACHING FOREIGN LANGUAGES
Botirova Palina Khakimjonovna NamECI, E-mail: [email protected]
Annotation: This article dedicates importance of innovative and information technologies in teaching foreign languages. It focuses on how English language learners may enroll in online language classes and the role that contemporary technology plays in this process. These are the skills that young people today need. Globalization and digitalization have changed the landscape of communication, which in turn has helped foreign language learners to acquire modern skills in learning and using a foreign language.
Annotatsiya: Ushbu maqola chet tillarini o'qitishda innovatsion va axborot texnologiyalarining ahamiyatiga bag'ishlangan. U ingliz tilini o'rganuvchilarning onlayn til kurslariga qanday yozilishlari mumkinligi va bu jarayonda zamonaviy texnologiyalarning roliga qaratilgan. Bular bugungi yoshlarga zarur bo'lgan ko'nikmalardir. Globallashuv va raqamlashtirish muloqot manzarasini o'zgartirdi, bu esa o'z navbatida chet tilini o'rganuvchilarga chet tilini o'rganish va undan foydalanish bo'yicha zamonaviy ko'nikmalarni egallashga yordam berdi.
Аннотация: Данная статья посвящена важности инновационных и информационных технологий в обучении иностранным языкам. Основное внимание в нем уделяется тому, как изучающие английский язык могут записаться на онлайн-курсы по языку, и роли, которую современные технологии играют в этом процессе. Это те навыки, которые нужны современной молодежи. Глобализация и цифровизация изменили ландшафт общения, что, в свою очередь, помогло изучающим иностранный язык приобрести современные навыки изучения и использования иностранного языка.
Keywords: educational process, online learning, new pedagogical technology, and methodology of education, modern skills, globalization.
Kalit so'zlar: ta'lim jarayoni, onlayn ta'lim, yangi pedagogik texnologiya va ta'lim metodologiyasi, zamonaviy ko'nikmalar, globallashuv.
Ключевые слова: образовательный процесс, онлайн-обучение, новые педагогические технологии и методики обучения, современные навыки, глобализация.
Introduction
The rapid advancement of technology has significantly impacted education, particularly in foreign language classrooms, and the expanding practice of employing innovative technology to support instructors' instruction and learning points to the technology's growing dominance in academic settings. Additionally, teacher professional development has a considerable impact on raising teaching standards, particularly in terms of the caliber of instructional activities
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conducted in class. However, the lack of workshops for professional development education left teachers dependent on informal learning, where they collaborated and studied with peers in small groups to improve their technology usage. [1]
Invention and understanding technologies and their implications in complex and stable situations involving people"s ability to apply information. The third dimension involves the ability to communicate clearly with others, using a wide range of media and technology, orally or in writing. Proceedings of the international online scientific-practical conference "Improving the quality of general secondary education: content, methodology, assessment and learning environment" Effectiveness covers priority, planning and management skills for appropriate and high quality. One of the most popular methods of teaching foreign language audiences in the 21st century is communicative language teaching (CLT), which emphasizes communicative competence, learner attention, and interaction with only communicative language teaching. rather, it is the foundation of the design and methodology of the affected curricula. [2]
These factors are the guidelines and techniques that teachers use to create their groups. Teaching foreign languages through modern requires learners to demonstrate knowledge, use information, and express it. This not only helps learners to be literate, but also to use it, and of course, to increase their literacy in a personal information environment in order to succeed. It is important that foreign language teachers develop activities that engage learners in the teaching process and carry out complex project work through negotiations, collaboration, and goal setting. The following methods will help: developing forms of communication; literacy, including the use of reading and writing; online technologies; short-term structural memorization of the use of collaborative projects; individual work on assignments; problem analysis; decision making; creating designs; problem solving.[3] Methods
By using storytelling and media design to teach a foreign language, learners can benefit from the creative manipulation of popular cultural and textual works. Not only can they express themselves, but they can also communicate. Teaching foreign languages by developing 21st century skills in learners is a multidimensional process that is introduced by every learner, teacher, and others. [4]
In the process of these processes, foreign language learning audiences are formed as follows: Allowing learners to learn a language - in which learning takes place in the best possible environment, in an environment where learners are able to learn themselves. Proceedings of the international online scientific-practical conference "Improving the quality of general secondary education: content, methodology, assessment and learning environment" Effective teachers are more like moderators, they lead learners. Teachers ensure that learners have the ability to learn on their own and that the foreign language they learn will be useful in their future lives. Creating a question-based audience environment is an important way for learners to ask questions and then answer them to guide their learning. For example, when organizing lessons using these methods, ask students, "What do you know?", "What do you want to learn?" and "What did you learn?" such as directing learners to true self-interest.[5] Results
The functions of technology-based instruction in the process of learning have not been taken into account in the professional development programs in the Chinese context so far, and consequently, this review takes a look at this issue. In a nutshell, this review of literature has suggestions for academics, theoreticians, and experts in search of inspecting the roles of technology in teacher professional development programs.[6]
Technology advancements have given teachers extensive access to learning and professional development without time or space restrictions. In fact, using technology for educator improvement creates spaces that differ from traditional environments constrained by
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bureaucracies and hierarchies. It is undeniable that the introduction of technology has significantly changed the English language education method.[7]
According to several academics, technology is a means of carrying out a goal, particularly the use of technical methods, techniques, or information. It refers to practically applying information, particularly in a certain sector. [8] Technology use includes tools and equipment as well as planned interactions with various people, devices, and environments. Technology merging, according to Gilakjani, is the process by which educators use technology to do routine duties more effectively and how this use might change those jobs. Using technology to improve the academic environment is known as technology merging. By creating opportunities for pupils to do things on the PC, it benefits classroom instruction. [9]
Given that professional development is vital for reforming foreign language education, the assigned learning activities should be tailored to professional activities. The professional development program with activities according to lesson plan achievements and content is critical to set up stability in classroom practices. It offers educators a related program consistent with the curriculum perspective and material. [10] Discussion
Professional development program aimed to help the teachers increase their skills and information in handling and regulating their classes and obtain a constructive attitude toward professional training and classroom upshots. At present, the importance of technology merging in academic areas is popular, as it assists students and educators in studying course content simply because of easy access. [11]
Regarding the advantages of merging technology in English language teaching education, EFL educators need to employ technology with higher effectiveness to help their education and aid learners' learning. Educators need innovation in the usage of academic technologies to satisfy learners' needs. Schools are suggested to present helping equipment to contribute to EFL educators with continuous technology [12] professional development about learning a language. Those efforts can provide great help and chances for EFL educators to improve their technology professional development in terms of pedagogy and practice that increase the quality of English language education. Presenting tasks that are in agreement with the axioms of efficient professional development can be an essential move toward lengthy modifications in educators' understanding and activity. A teacher might have a significant effect on building such a setting and helping the elements that make an educator's decision to apply technology for teaching. Indeed, educators can enhance their education quality and therefore increase learners' learning achievement at schools by participating in professional development tasks. [13]
Teachers who have successfully incorporated technology into their lessons have admitted to taking part in professional development that helped them see the connections between educational programs, standards, and technology. [14] Additionally, several research revealed that a large number of EFL educators view PC technology as a useful educational tool that improves teaching strategies by providing students with a variety of language entry points and expanding students' learning experiences in real-world contexts. It has been demonstrated that technology-based education has a substantial impact on how well and effectively EFL educators are educated. For instance, instructors who participated in the program reported more confidence in their ability to use technology to improve student learning outcomes. In a paradigm for professional development, teachers work on activities using technology. [15]
Based on the literature review, it is known that if educators are provided with academic technology classes in their educator training programs, they can apply technology in their education with higher preparation. [16] However, readiness programs fail to prepare educators to get ready for using technology effectively in their classes. Educator training programs must make pre-service educators ready to know and get aware of creative technologies. [17] As a
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result, the technology experiences of pre-service educators of science need improvement by merging their academic technology classes into educator training plans. Successful integration of technology into teaching strongly depends on developing properly organized, consistent professional development programs designed with a transparent knowledge of the way educators require using technology in their class in the best manner. Educators need to be learners all their life to keep up with technology novelties in teaching. [18] But educator readiness plans are insufficient for educators to keep pace with current modifications in teaching for the remaining of their jobs. [19] Therefore, they require consistent professional development and help. Educators extend their technology by merging information and ideas and viewpoints through a professional development model consisting of designing and enacting lessons through designing groups, providing professional help, using certain software apps, and employing exemplary content. [28] The pre-service educators can effectively merge technology if prepared with technological information and abilities. They can also do the same with technological information and competencies with a topic and might steer between such interconnected parts like a professional who can effortlessly go beyond the boundaries of topic, pedagogy, and technology. [20]
Professional development program designers and facilitators need to investigate the notion of essential professional development trying to strengthen English language educators to measure and sense with sufficient confidence [21] to change their pedagogical activities and expert fields. Accordingly, technology merging was beneficial for educators learning to help to learn, as the task offered a chance for educators to use the new information in new unique conditions through designing certain concrete activities. [22]
Conclusion
Using technology in language learning classes can be useful for the educators and the students, as it is argued that using technology-based English language education tasks enhances collaborative language learning and allows them to proficiently apply language in communication. [23] Tasks based on technology present language students with a proper and suitable way of language learning in the language class. [24] Computer tasks assist language students to access data and valid content rapidly, although the consistency of using the Internet encourages students for more learning. According to, technology makes education easy and offers educators proper education resources, presenting language learning experiences to the students' world. [25]
Proceedings of the international online scientific-practical conference "Improving the quality of general secondary education: content, methodology, assessment and learning environment" Foreign languages are a means of communication in the modern world. [26] In this regard, the formation of communicative competence already at the intermediate level of teaching and the development of readiness for independent and continuous learning of a foreign language in the future, self-teaching, thinking, problem solving, problem solving thinking about possible ways and leads to self-awareness and professional determination. [27]
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