STUDENTLERDI BIRLESTIRIW: XALÍQARALÍQ IZERTLEWLER HÁM PÁNLER BOYINSHA BIRGE
ISLESIW 1-XALÍQARALÍQ STUDENTLER KONFERENCIYASÍ. NÓKIS, 2025-JÍL 20-21-MAY
__
_____________________________________________________________________________________________
158
3.
Kostina E.A. Professionalʼnaja kompetentnostʼ uchitelja inostrannogo jazyka: uchebnoe
posobie. –Moskva-Berlin: Direkt-Media, 2015. –87 s.
4.
Lomakina O.E. Formirovanie professionalʼnoj kompetentnosti budushhego uchitelja
inostrannyh jazykov: Dis. ... kand. ped. nauk. –Volgograd, 1998. –255 c.
5.
Storti C. The art of crossing cultures, 3rd Edition. –London: Intercultural press, 2021. –132 p.
6.
Nurlibaeva Nargiza Azatovna, & Tajieva Aliya Utebaevna. (2024). THE EFFECTIVENESS
OF THE COMMUNICATIVE APPROACH IN TEACHING ENGLISH TO MEDICAL
STUDENTS:
A
REVIEW
OF
RECENT
RECENT
RESEARCH. Hamkor
Konferensiyalar, 1(7),
357–359.
Retrieved
from
https://academicsbook.com/index.php/konferensiya/article/view/841
7.
Тажиева А. У. Роль и место модульной технологии в обучении согласованию времен
английских глаголов //Высшее образование сегодня. – 2011. – №. 7. – С. 81-83.
ENHANCING ENGLISH LANGUAGE LEARNING THROUGH SOCIAL MEDIA
PLATFORMS
Ashirov Diorbek O'ktam o'g'li,
3rd year Student of Karakalpak State University
Atashova F.D.,Scientific advisor, senior teacher
Abstract
. This research paper is dedicated to the analysis of the role of social media in improving
English language learning and what methods or teaching approaches can be applied during English
classes while using social media. It also sheds some light on how social media is effectively used by
teachers. Research findings show that YouTube, Instagram, Facebook, Telegram can help most
students to improve their English language acquisition. This can be supported by modern pedogogical
methods, including Flipped Learning, Task-Based Learning, Collaborative Projects and Gamification.
When used thoughtfully, social media can offer numerous benefits, such as boosting student
motivation and participation, real-life language exposure, digital literacy and peer learning.
Key words
: social media, YouTube, Telegram, Instagram, Facebook, student motivation, modern
methods, language acquisition, language exposure.
In recent years, social media has become an indispensable part of students' lives, changing their
attitudes towards learning and studying. With the rapid developments in technology, they also have
instant and easy access to various types of content on social media. From watching videos and reading
articles to joining online communities, students spend a significant amount of time enjoying with
digital platforms. Based on the previous case study conducted at Karakalpak State University, it is
also clear that students spend majority of their time on various social media platforms, and they find
social media an effective tool in their language learning process. Numerous studies have explored the
impact of social media on English language learning. These studies have indicated that social media-
based learning is markedly more effective than traditional methods that do not incorporate social
media [2; 45-51] . Social media has emerged as a valuable avenue for both teaching and learning the
English language. As English is seen as an international language that people use to connect with one
another throughout the globe, it is one of the languages that is frequently used in social media [1; 8-
17] . Learners can acquire English language proficiency through social media as language functions
as a communication means. Additionally, as English is an international language, social media
provides numerous unique and enjoyable ways to learn it if used properly. Despite high student
engagement with social media and its positive impact on learning, its integration into language
teaching in educational institutions is still limited, with traditional methods of teaching being
prioritized. Considering this, this research paper aims to analyze how teachers can integrate social
STUDENTLERDI BIRLESTIRIW: XALÍQARALÍQ IZERTLEWLER HÁM PÁNLER BOYINSHA BIRGE
ISLESIW 1-XALÍQARALÍQ STUDENTLER KONFERENCIYASÍ. NÓKIS, 2025-JÍL 20-21-MAY
__
_____________________________________________________________________________________________
159
media into language learning classrooms and identify effective methods as well as platforms for
improving English language learning. Significance of this research paper lies in its contribution to the
field of English language instruction for EFL students by identifying which teaching methods or
approaches can be utilized and which platforms are effective tools inside and outside the classroom.
Furthermore, this research tries to identify the main benefits of social media in education. The findings
of the research may provide insights into the best practices and strategies for using social media in
teaching foreign languages, which could be of help to EFL teachers and learners. In the long run, this
study has the potential to improve English language instruction for EFL learners and make language
learning more effective and efficient. Numerous social media platforms can be used in teaching
English as a foreign language, but the most common and effective ones include YouTube, Telegram,
Instagram, and Facebook. It is important to note that the use of social media platforms in EFL teaching
should be accompanied by appropriate guidance and support from teachers. This can include
providing clear guidelines on inappropriate behavior, online safety, and privacy concerns [1; 8-17].
Depending on the needs of learners and learning objectives, choice of platforms can be different. For
example, YouTube, being the most commonly used platform to access to English content, can be a
useful tool for improving listening, pronunciation, grammar, with the help of diverse range of videos,
tutorials. To do this, appropriate content can be selected by a teacher, and students may learn
pronunciation features, shadow, or just retell what they have understood from the video. Al-Zahrani
suggests that YouTube can be used in EFL teaching to provide students with access to a wide range
of language input, such as videos and podcasts [3; 1-18]. Instagram can also be another supplementary
tool to enhance not only students' language skills, but also boost motivation and improve other soft
skills such as creativity, imagination, and critical thinking. This can be done by organizing hashtag
challenges or group projects aimed at improving students' language acquisition. Learners can create
their own language learning accounts where they can post about whatever they learn in English or
their own opinion on various matters. Due to its creative format, learners can record themselves using
English in a fun and relaxed setting. For instance, students can act out short dialogues explaining the
meaning of a word, idiom, or share a 1-2 minute presentation on a particular topic (i.e. "My school",
"My hometown", "Nature and we" and etc.). This not only enhances speaking skills, but also builds
confidence in using the language publicly. Facebook is also another useful tool when it comes to
collaborative learning and educational groups [8; 216 - 230]. Teachers can create specialized groups
in which students post writing tasks, comment on each other's work, and participate in discussions on
different topics. Other findings show that social media can be useful tool for enhancing students'
English. Facebook, YouTube and Instagram can help kids' linguistic abilities in meanwhile [6; 91-
111].
Integrating social media into English language classes is most effective when supported by
suitable pedogogical methods. Among these, Flipped Learning, Task-Based Learning, Collaborative
Projects and Gamification are effective when used with digital tools. Flipped learning involves
reversing the traditional classroom structure [4; 334-345]. Instead of introducing new topic in class,
students first explore lessons through videos or online materials at home. Social media platforms like
YouTube and Instagram are ideal for this model. Teachers can assign videos that explain grammar
rules, pronunciation tips, or vocabulary themes for students to watch before class. Class time is then
used for interactive activities that reinforce and apply the concepts, such as discussions, roleplays, or
group exercises. Task-Based Learning (TBL) emphasizes meaningful language use through real-
world tasks. On platforms like Instagram or TikTok, students can be assigned projects such as creating
a post about their daily routine, recording a short video introducing their hometown, or designing a
story about a recent trip [7; 41-56]. These tasks give students a reason to use English in a practical
and engaging context. The focus is on communication rather than accuracy, encouraging fluency and
self-expression. Collaborative Projects can be enhanced through social media by assigning group tasks
that require cooperation outside the classroom. For example, students can create a shared Facebook
STUDENTLERDI BIRLESTIRIW: XALÍQARALÍQ IZERTLEWLER HÁM PÁNLER BOYINSHA BIRGE
ISLESIW 1-XALÍQARALÍQ STUDENTLER KONFERENCIYASÍ. NÓKIS, 2025-JÍL 20-21-MAY
__
_____________________________________________________________________________________________
160
page or Telegram group to post weekly English language tips, produce short video lessons, or conduct
mini research projects in English. These projects build teamwork skills while allowing students to
learn from each other. They also encourage peer feedback and shared responsibility. Gamification
introduces game-like elements into the learning process, increasing motivation and participation.
Teachers can organize challenges such as “most creative Instagram story in English” or “best
vocabulary TikTok of the week.” Badges, points, and leaderboards can be used to reward engagement
and improvement. By integrating social media into English classes, teachers can boost students'
motivation and engagement [5; 59-68]. Furthermore, as social media offer a wide range of authentic
language materials, it can be of help for students in terms of exposure to real-life language, which
helps students better understanding of the language.
References
:
1.Abdukareem, M.A. (2024). Social Media in Teaching English for EFL Students: A Review
of Challenges and Suggestions International Journal of English Teaching and Learning, Vol. 2,
No. 1, pp. 8-17
2. Alfaki, I. M. (2018). Towards a digital world: Using social networks to promote learner’s
language. American International Journal of Contemporary Research, Vol. 4, No. 10. pp. 45-51
3. Alzahrani, A., & Alqahtani, M. (2020). The Use of Social Media in English Language
Learning and Teaching: A Review of the Literature. Journal of Teaching English for Specific
and Academic Purposes, 8(1), 1-18.
4. Akçayır, G., & Akçayır, M. (2018). The flipped classroom: A review of its advantages and
challenges. Computers & Education, 126, 334–345.
5. A.K.P.Nasution (2022). Social Media Used In Language Learning: Benefits And Challenges.
Journal of Linguistics, Literature and Language Teaching (JLLLT) Vol. 1, No.2, 59-68
6. Ariantini, K. P., Komang, N., Suwastini, A., Luh, N., Adnyani, P. S., Dantes, G. R., Gusti,
I., Sri, A., & Jayantini, R. (2021). Integrating social media into English language learning: How
and to what benefits according to recent studies. Jurnalfahum.Uinsby. Ac.Id, 12(1), 91–111.
7. Hsu, H. Y. (2017). English language learning with social media in China. Journal of
Educational Technology Development and Exchange, 10(1), 41–56.
8. Manca, S., & Ranieri, M. (2016). Facebook and the others. Potentials and obstacles of Social
Media for teaching in higher education. Computers & Education, 95, 216–230.
THE ARAL SEA AND ITS SHRINKAGE
Baxtibaeva G.,
The 1st year student, Berdakh Karakalpak State University
Keulimjaeva G.K.,
Scientific advisor, EFL teacher, Berdakh Karakalpak State University
Annotation:
Once the fourth-largest inland lake in the world, the Aral Sea has suffered dramatic
shrinkage since the mid-20th century. This article delves into the causes and consequences of the sea’s
decline, focusing on water mismanagement during the Soviet era and ongoing environmental impacts.
It also explores current and proposed efforts to mitigate the disaster and restore the regional
ecosystem.
Keywords:
Aral Sea, shrinkage, environmental crisis, water management, Uzbekistan,
Kazakhstan, ecosystem restoration
The Aral Sea, located between Kazakhstan and Uzbekistan, was once a vast and thriving div of
water, covering about 68,000 km². By the 1960s, it was the fourth-largest lake in the world. However,
over the decades, its surface area and volume have drastically diminished.
