STUDENTLERDI BIRLESTIRIW: XALÍQARALÍQ IZERTLEWLER HÁM PÁNLER BOYINSHA BIRGE
ISLESIW 1-XALÍQARALÍQ STUDENTLER KONFERENCIYASÍ. NÓKIS, 2025-JÍL 20-21-MAY
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offer learners a comprehensive and effective approach to improving their speaking skills, leading to
greater fluency, confidence, and real-world communicative competence.
REFERENCES:
1.
Godwin-Jones, R. (2018). Emerging Technologies for Language Learning. Language
Learning & Technology, 22(2), 5-18.
2.
Stockwell, G. (2010). Using mobile phones in second language learning. Language Learning
& Technology, 14(2), 1-17.
DEVELOPING SPEAKING SKILLS THROUGH SOLO TAXONOMY: A STRUCTURED
APPROACH TO LANGUAGE LEARNING
Abdurakhimova Janar Seyda-Axmetovna
Doctoral student of TIIAME NRU
Abstract.
The Structured Observation of Learning Outcomes (SOLO) Taxonomy provides a
systematic framework for evaluating student learning. Initially developed by Biggs and Collis (1982),
the SOLO taxonomy categorises learning outcomes based on complexity. This article explores its
application in teaching speaking skills in language education, emphasising how its hierarchical
structure can scaffold speaking tasks, assess performance, and promote deeper learning.
Introduction. Speaking is a core component of language proficiency and a critical skill in
academic and real-world contexts. However, assessing and developing speaking abilities in a
structured manner remains challenging for many educators. The SOLO Taxonomy offers a potential
solution by providing a clear, progressive model of learning outcomes that can be aligned with
speaking tasks. This article investigates how the SOLO Taxonomy can be used effectively in planning,
teaching, and assessing speaking skills.
SOLO Taxonomy Overview
The SOLO Taxonomy categorizes learning into five levels:
1.
Prestructural: The learner shows little or no understanding.
2.
Unistructural: The learner focuses on one aspect of the task.
3.
Multistructural: The learner addresses several aspects, but without integration.
4.
Relational: The learner links ideas into a coherent whole.
5.
Extended Abstract: The learner goes beyond the given information to generalize and transfer
learning to new contexts.
These levels can be adapted to suit various skills, including speaking, by matching learning tasks and
assessment criteria to each stage.
Applying SOLO Taxonomy to Teaching Speaking
Task Design
SOLO can guide the design of speaking tasks that gradually increase in cognitive and
communicative complexity:
•
Prestructural: Simple vocabulary drills or one-word answers.
•
Unistructural: Responding to basic questions with short phrases.
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Multistructural: Giving short talks on familiar topics with several points.
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Relational: Engaging in discussions, presenting arguments with clear structure.
•
Extended Abstract: Leading debates, making cross-topic comparisons, or giving persuasive
speeches that connect with broader contexts.
Assessment. SOLO provides a framework for formative and summative assessment. Teachers can
assess student responses based on the level of complexity, coherence, and depth:
STUDENTLERDI BIRLESTIRIW: XALÍQARALÍQ IZERTLEWLER HÁM PÁNLER BOYINSHA BIRGE
ISLESIW 1-XALÍQARALÍQ STUDENTLER KONFERENCIYASÍ. NÓKIS, 2025-JÍL 20-21-MAY
__
_____________________________________________________________________________________________
281
•
At lower levels, focus is on accuracy and content.
•
At higher levels, fluency, interaction, critical thinking, and synthesis are emphasized.
Feedback and Progression
Using SOLO levels helps teachers provide precise feedback. For instance, a student at the
multistructural level may be encouraged to connect their ideas, moving toward the relational level.
This scaffolding supports learner autonomy and metacognitive development.
Benefits of SOLO in Speaking Instruction
•
Clarity: Clearly defined levels make learning outcomes more transparent for both teachers and
students.
•
Progress Monitoring: Enables tracking of student progression over time.
•
Differentiation: Supports designing tasks tailored to varied proficiency levels.
•
Deeper Learning: Encourages learners to move beyond surface understanding toward
meaningful communication.
Challenges and Considerations
While SOLO is a powerful tool, applying it to speaking instruction requires training and careful
planning. Teachers must ensure that tasks align with each level and that assessments are valid and
reliable. Additionally, cultural and individual learner differences should be considered.
Conclusion. The SOLO Taxonomy offers a valuable framework for teaching and assessing
speaking skills in a structured, developmental manner. By aligning speaking tasks with SOLO levels,
educators can foster deeper understanding, encourage critical thinking, and support learners in
achieving communicative competence.
References:
1.
Biggs, J., & Collis, K. (1982).
Evaluating the Quality of Learning: The SOLO Taxonomy
.
Academic Press.
2.
Brookhart, S. M. (2010).
How to Assess Higher-Order Thinking Skills in Your Classroom
.
ASCD.
3.
Nation, I. S. P., & Newton, J. (2009).
Teaching ESL/EFL Listening and Speaking
. Routledge.
GAMIFICATION AS AN INNOVATIVE APPROACH IN ENGLISH LANGUAGE
LEARNING
Abdurarahmonova Zebo Yuldoshevna
Associate Professor, Foreign Language Department,
Raxmonov Sarvar Islom o'g'li
Student, YMSH-1 Group,
Tashkent State Transport University, Tashkent, Uzbekistan
ABSTRACT.
This article explores the role of gamification as a modern pedagogical strategy in
English language education. By transforming traditional learning environments into engaging and
interactive experiences, gamification enhances learner motivation, autonomy, and communicative
competence. The paper discusses key elements of gamified instruction, its psychological foundations,
and its integration into the Uzbek educational context. The analysis is supported by international
research findings and practical examples.
Keywords
: gamification, motivation, English language learning, learner engagement, digital
platforms, innovative methods.
