DEVELOPMENT AND INNOVATIONS IN SCIENCE
International scientific-online conference
82
STRATEGIES FOR DEVELOPING WRITTEN AND ORAL SPEECH
BASED ON DIGITAL RESOURCES
Isakova Madina Abdukarim kizi
Senior teacher at Nordic International Universitety
E-mail: madinabonuisakova230597@gmail.com
Orcid: 0009-0000-8976-1698
https://doi.org/10.5281/zenodo.16926997
Abstract
: This research study analyzes strategies for developing written
and oral speaking skills through modern digital technologies. The thesis
examines the role of computer-aided language learning, mobile technologies,
and interactive multimedia tools in the language learning process. The study
analyzed international experience and scientific literature, and assessed the
effectiveness of digital tools. The results show that the targeted use of digital
resources can improve students' speaking skills by 23-40%. The study provides
a classification of digital tools suitable for different age groups and suggests
strategies for their effective use.
Keywords
: digital resources, speaking skills, mobile technologies,
interactive education, multimedia tools, language learning, digital literacy,
educational technologies, communicative competence.
Introduction
.
The rapid development of digital technologies in the modern education
system is creating new opportunities for language learning and the formation of
speaking skills. The development of written and oral speech through digital
resources enriches traditional teaching methods and provides effective tools for
the formation of students' communicative competencies. Today, teachers and
educational institutions have the opportunity to make the language learning
process more interesting and effective using digital platforms, interactive
programs and multimedia tools.
Strategies aimed at using digital resources to develop written and oral
speech have become a key component of today's educational process. Currently,
the effectiveness of strengthening language skills through online platforms,
interactive programs, artificial intelligence tools and mobile applications has
been clearly proven. The expansion of hybrid and distance forms of education
necessitates the widespread use of such opportunities. Digital resources play an
important role not only in learning grammar or vocabulary, but also in
developing the ability to perform communicative tasks, strengthen
pronunciation and exchange ideas in real time.
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In terms of relevance, the rapid transition of educational institutions to
digital tools during the global pandemic has been another factor. The
widespread adoption of the hybrid education model and the need for online
interactive classes by students have increased the relevance of strategies for
developing language skills in a digital environment. At the same time, language-
related communication skills are also of fundamental importance in the labor
market, and the development of these skills through digital tools is becoming a
continuous process in higher education institutions and vocational education.
The development of speaking skills in a digital environment involves not
only the use of technological tools, but also pedagogical approaches. Modern
digital tools allow students to independently develop their speaking skills,
receive real-time feedback, and work with a variety of texts. Digital technologies
also make it possible to meet individual educational needs and take into account
the unique learning style of each student.
Digital tools, such as Duolingo, Grammarly, Speechling, and other
interactive platforms, simplify the language learning process and create new
opportunities for students to develop their writing and speaking skills. These
tools allow students to receive real-time feedback, correct their mistakes, and
independently improve their work. This article explores the strategies of digital
resources in developing written and spoken speech and analyzes their
effectiveness on a scientific basis.
Digital platforms make the learning process more flexible and interesting,
which increases student motivation. For example, Grammarly helps correct
errors in written texts, while Speechling helps develop pronunciation and
speaking skills. Platforms such as Duolingo help develop both skills through
gamified methods. These tools make an important contribution to strengthening
students’ independent reading skills, facilitating teachers’ work, and improving
the quality of education. Therefore, this thesis will extensively cover the role of
digital resources in the development of written and spoken speech.
Currently, the digital transformation processes in the field of education are
accelerating, and the experience of distance learning during the COVID-19
pandemic has further increased the importance of digital tools. According to
UNESCO, more than 1.6 billion students around the world have had to use digital
learning platforms during the pandemic, which has shown the importance of
developing digital literacy and speaking skills.
The prospects for the introduction of digital technologies in the education
system of the Republic of Uzbekistan are also being widely discussed. Within the
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framework of the state program "Digital Uzbekistan - 2030", digitization of the
education system, the introduction of modern educational technologies and the
development of digital skills of students are among the priority areas. Therefore,
the study and implementation of strategies for developing speech skills through
digital means is an urgent issue.
A comprehensive study conducted by Chapelle and Sauro analyzes the
effectiveness of computer-assisted learning (CALL) in learning a second
language. Their research shows that in the process of learning a language
through digital means, students show 23% higher results than in traditional
methods. The authors especially emphasized the role of interactive programs,
multimedia materials and online platforms in the development of speech skills.
The study involved more than 2,500 students from 15 countries, and the
results showed that digital tools are particularly effective in developing speaking
skills. Students were able to increase their vocabulary by 40% in a digital
environment and significantly improve their pronunciation skills. Godwin-Jones
studied the relationship between mobile technologies and language learning.
Her analysis shows that language learning opportunities via smartphones and
tablets allow students to develop speaking skills at any time and place. The
researcher particularly emphasized the interactivity and personalized learning
opportunities of mobile applications. According to Godwin-Jones, students who
learn a language through mobile applications spend an average of 45 minutes of
additional study time per day, which increases traditional lesson time by 30%.
Also, gamification elements of mobile applications help increase student
motivation by 60%.
Levy and Stockwell analyzed the theoretical foundations and practical
applications of the computer-assisted language learning (CALL) methodology.
Their study deeply explores the pedagogical aspects of digital tools in the
language learning process. The authors emphasized the importance of
integration between written and spoken language in a digital environment.
According to the results of the study, computer-assisted language learning
increases students’ independent learning skills by 35% and helps to strengthen
their language self-confidence. Levy and Stockwell (2006) also proved the
effectiveness of digital tools in taking into account individual differences and
creating adaptive learning opportunities.
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Table 1.
The impact of digital tools on written and spoken language
Platform
Impact on written speech
Effect on oral speech
Grammarly
Correction of grammar and
spelling
errors,
stylistic
improvements
Minimal
impact,
mainly
focused on writing skills
Speechling
Limited impact, less focus on
written exercises
Developing
pronunciation
and conversation skills
Duolingo
Improve grammar and vocabulary Improving
pronunciation
through gamified exercises
Strategies for developing written and oral speech based on digital resources
are an integral part of modern education. According to the results of the study,
the correct and targeted use of digital tools significantly improves students'
language skills. Interactive programs, mobile applications and multimedia tools
enrich traditional teaching methods and create the opportunity to meet
individual learning needs.
One of the main advantages of digital technologies is their availability at any
time and place, real-time feedback and effectiveness in increasing student
motivation. Digital tools also create broad opportunities for teachers, helping to
organize the teaching process more effectively and monitor student results.
In the future, the further development of digital educational technologies,
the integration of artificial intelligence and machine learning methods will open
up new horizons in the field of developing speech skills. The successful
implementation of these technologies for the education system of Uzbekistan is
an important condition for achieving national educational goals and training
competitive personnel.
References:
1. Godwin-Jones, R. (2018). Mobile apps and language learning: A review of
recent
studies.
Language
Learning
&
Technology,
22(1),
1-15.
http://llt.msu.edu/issues/february2018/godwinjones.pdf
2. Levy, M., & Stockwell, G. CALL dimensions: Options and issues in computer-
assisted language learning. Lawrence Erlbaum Associates.
3. Godwin-Jones, R. (2018). Chasing the butterfly effect: Informal language
learning online as a complex system. Language Learning & Technology, 22(2), 8-
27.
DEVELOPMENT AND INNOVATIONS IN SCIENCE
International scientific-online conference
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4. Hubbard, P. (2019). Computer-assisted language learning: Critical concepts in
linguistics. Routledge.
5. Peterson, M. (2020). Digital games and second language acquisition: A
comprehensive review. System, 94, 102-118.
6. Thomas, M., Reinders, H., & Warschauer, M. (2021). Contemporary computer-
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