STUDENTLERDI BIRLESTIRIW: XALÍQARALÍQ IZERTLEWLER HÁM PÁNLER BOYINSHA BIRGE
ISLESIW 1-XALÍQARALÍQ STUDENTLER KONFERENCIYASÍ. NÓKIS, 2025-JÍL 20-21-MAY
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USING INTERACTIVE WHITEBOARDS AND DIGITAL TOOLS IN TEACHING
ENGLISH TO YOUNG LEARNERS
Rashidova Dinora Baxodir qizi
Student at Chirchik State Pedagogical University
A scientific advisor
Khamitov Eldorbek Erkin ogli
A senior lecturer, Chirchik state pedagogical university
ABSTRACT.
In contemporary epoch, integrating interactive whiteboards and digital tools in the
teaching of English to young learners fosters a more stimulating and interactive learners environment.
Multimedia resources like cartoons, audio clips, and interactive exercises can be incorporated thanks
to these technology tools, which help draw in young learners and improve their language
comprehension. Digital tools also give students the chance to participate in collaborative learning
activities, such as group projects and tasks, which enhances their collaboration and communication
abilities. Teachers may give young kids a more engaging and successful language learning experience
by utilizing technology in the classroom. This study aims to examine the impact of integrating
interactive whiteboards and digital tools on the effectiveness of English language instruction for
young learners.
Keywords:
interactive whiteboards, digital tools, young learners, engaging lessons, multimedia
content, interactive games, collaborative learning, language skills, dynamic environment, technology
integration, effective learning, visual learning, student participation, educational technology.
INTRODUCTION. Technological advancements, once considered unimaginable, are now a
constant part of our lives. Global collaboration among experts has significantly improved our daily
experiences, making them more convenient and engaging. Schools play a crucial role in nurturing
future innovators, and technology is increasingly integrated into the learning environment. Teachers,
therefore, must stay updated on the latest technological tools to effectively educate their students. This
paper examines the Interactive Whiteboard (IWB), a rapidly adopted technology in schools, and its
potential benefits for English as a Foreign Language (EFL) instruction in primary education. The
purpose is to provide educators with practical IWB resources and to analyze the advantages and
disadvantages of IWB use. It will also explore the ease of implementation, the impact on student
learning and motivation, the principles of effective IWB material design, and the overall appeal of this
technology.
METHODOLOGY. The first interactive white board (IWB) system was created more than 18
years ago. Since then, it has been used by a large number of enthusiastic teachers in many countries
all over the world. What is more, the number of people is still increasing. IWB is a technical instrument
which may be either placed on the wall or on a cart with small portable wheels so that it can be placed
anywhere in the classroom or even moved from one room to another. It requires a connection to a
computer and data projector as well as operating software, which enables teachers to create their own
teaching materials. We may say that we are able to attract students’ attention only by combining the
opportunities which are offered by computers with the simplicity of the whiteboard. There are more
types of IWB but two of them are widely spread in the Czech Republic. The first has a hard surface
and requires special pens to write on and the second has a soft surface and pupils can easily write with
their fingers on them. Currently, there are three major manufactures of IWB. They are SMART
Technologies, which developed Smart board, the second is Promethean, developer of Active Board,
and Hitachi, maker of Hitachi DUO Interactive Whiteboard. Until recently, the first two boards
mentioned worked on their own, using their own software, and there was not possibility to create some
materials on Smart board and use them with Active Board. Thanks to an agreement of these two
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companies, teachers are able to take the most from both of the boards. Interactive boards present data
to the whole class and enable students to work with them. They help present new topics in a very
interesting, challenging and attention attracting way (Smart Technologies ULC).
Whiteboard use is easy and doesn’t call for any particular expertise. Like their equivalents on
blackboards, they can be easily erased and used again for quick explanations and impromptu work.
The explanation of math problems, reading texts, matching exercises, rating activities, discussion
activities, and other "unfolding processes" are all excellent uses for whiteboards.. Students are paying
closer attention in class. Reading comprehension, test scores, and literacy all improve as a result of
improved student learning and knowledge retention. When students participate more in class, learning
always [1]. Courses that will motivate students, such as images, graphs, maps, illustrations, and
videos. Keeping students’ attention in the classroom can be difficult, especially with all the modern
distractions like cell phones and I Pads. Whiteboards are good at retaining children’s interest and
desire to study. Using interactive whiteboards, different learning styles can be combined into a single
experience. Through touch, auditory, and visual interactions with the board, students can learn. As
result, students learn more efficiently and retain more information. Students can participate in the
curriculum by using interactive whiteboards. They take part in the lecture and are even able to teach
one another. One can demonstrate their understanding of the material by touching, sketching, or
writing on the board [2]. Educational games can be played by the entire class. Additionally, they
provide prompt feedback so that instructors and students can assess students development quickly.
The interactive whiteboards is neat and easy to maintain. There is no requirement for chalk, markers,
or any other writing implement. Data is annotated, written, and highlighted using a socialized pen and
therefore classroom instructions are presented without any clutter or cleanup. A variety of media
formats can be shown on an interactive whiteboard. Teachers can create interesting lessons using a
variety of tools at their disposal. Because of the internet connection built into the interactive
whiteboards, a user has access to a wide range of online resources and data. To supplement and
enhance their courses, teachers can use wide range of online resources, such as videos, articles,
images, learning tools, and more. Additionally, there are a ton of learning and research materials
available to students. Thanks to interactive whiteboard technology, many new technologies can be
integrated to enhance students learning [3].
RESULT AND DISCUSSION. The study discovered that students’ interactive whiteboards
incorporate different learning styles into a single experience, are spotless and require very little
maintenance, and don’t require chalk, markers, or any other writing implements. The study supports
the findings of Haiza, Abdul, and Azizah [4], who discovered that using an interactive whiteboard can
help kids stay focused, build confidence, and become more motivated and proficient learners. To make
sure that the strategies can actually achieve their learning objectives, teachers must be very careful
about how they present the material and use technology. The findings of the study are in line with
those of Ersan [5], who discovered that the efficient use of visual resources, such as photos,
photographs, and videos, allows the learners to understand the subject better, teaching speed, and
practicality. According to the report, interactive whiteboard surfaces can get scratched, they can cost
significantly more than regular whiteboards or projection screens, and they can also take up a lot of
room in the classroom. The study supports the findings of Mokibelo et al [6] who discovered technical
teaching materials and lessons, a lack of involvement, poor health, and a lack of electricity. It was
suggested that teachers would be successful in using interactive whiteboards to solve problems if they
could adopt a positive problems attitude.
CONCLUSION. Interactive whiteboards have the potential to enhance English language learning,
but their effectiveness largely depends on how teachers utilize them. While research confirms their
value as technological tools, studies suggest that their interactive features are often underused. Many
educators primarily employ them as projectors or oversized visual blackboards, focusing more on
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presentation rather than interactivity. Ultimately, it is the teacher’s approach, rather than the tool itself,
that drives meaningful changes in the learning experience.
Teachers need to know how to use interactive whiteboards effectively for technology to be
useful in education. To improve teaching and help students learn better, it’s important to train
teachers so they can use these tools properly. Investing in good training on how to teach with
interactive whiteboards is becoming more important.
REFERENCES:
1.
Joseph Michael Schipper M.S., Joseph (2015). Interactive whiteboard technologies in high
school: A quantitative, quasi-experimental comparison of their impact on the levels of measure
that determine a return on investment. Doctor of Education, Thesis, Liberty University,
Lynchburg, VA.
2.
Platinum Copier Solutions (2017). 7 benefits of interactive whiteboards in the classroom
https://www.platinumcopiers.com/blog/aquosboard/7-benefits-of-interactive-whiteboards-in-
theclassroom/
3.
Hani Morgan, ‘Teaching with the interactive whiteboard: An engaging way to provide
instruction’ Focus on Elementary 2010, https://files.eric.ed.gov/fulltext/ED577573.pdf
4.
H.B., Haiza, H.M., Abdul & Z., Azizah The advantages of interactive whiteboard technology
in the development of children learning. Psychology and education 57(8) (2020)1002-1005.
5.
B., Ersan ,Teacher opinions on advantages and disadvantages of using interactive whiteboard
in primary school. International journal of managerial studies and research. 6(4)(2018) 12-18.
6.
V., Brigita & Z., Birute, ‘Peculiarities of interactive whiteboard application during lessons in
lithuanian general education schools’, Procedia - Social & Behavioral Sciences
197(2015)1672-1678.
https://www.dme.us.com/2018/06/12/the-growing-use-of-interactive-white-boards-in-schools/
TEACHING GRAMMAR COMMUNICATIVELY: BRIDGING LINGUISTIC THEORY
AND EFFECTIVE PEDAGOGY
Riskulova Oydin Kuralboy qizi
Student, Chirchik State Pedagogical University
Scientific adviser: Umirova Zamira
Teacher, Chirchik State Pedagogical University
ABSTRACT.
This article looks at how grammar can be taught in a more communicative way
by combining language theory with useful teaching methods. Instead of only focusing on grammar
rules, it suggests teaching grammar through real-life communication and meaningful situations.
The article uses ideas from modern language studies to show how students can learn grammar by
using it naturally in speaking and writing. It also shares research that supports this approach and
gives teachers practical tips for making grammar lessons more interesting and effective. The goal
is to help teachers create classes where students not only learn grammar but also use it to
communicate well.
Keywords:
grammar, linguistics, language, communication, methods, teaching.
INTRODUCTION
.
For a long time, grammar has been taught mainly by focusing on rules and
exercises that students have to memorize and repeat. While this method can help learners understand
how a language works, it often doesn’t show them how to actually use grammar when speaking or
