INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 02,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 833
APPLYING HELLOTALK AND TANDEM IN TEACHING SPEECH ACTS TO UZBEK
B2 LEVEL LEARNERS IN INDEPENDENT EDUCATION
Zebokhon Musaeva Muzaffarovna
Senior lecturer at the Uzbekistan State World Languages University
Abstract:
This study explores the effectiveness of using HelloTalk and Tandem in teaching
speech acts to Uzbek B2-level learners in independent education. With the rise of digital
language learning tools, mobile-assisted language learning (MALL) applications provide
learners with immersive and interactive environments. This paper investigates how these
applications can enhance pragmatic competence in speech acts, including requests, apologies,
refusals, and compliments. The findings suggest that both applications contribute to learners'
ability to use speech acts appropriately in diverse communicative contexts.
Keywords:
HelloTalk, Tandem, speech acts, B2-level learners, independent education, mobile-
assisted language learning, pragmatic competence.
INTRODUCTION
Speech acts are fundamental to effective communication, yet many language learners
struggle with their proper usage in real-life situations. Traditional classroom instruction often
falls short in providing authentic communicative experiences. Mobile-assisted language learning
(MALL) applications such as HelloTalk and Tandem offer learners an opportunity to engage
with native and proficient speakers in real-time conversations. This study examines how these
platforms can facilitate the development of pragmatic competence in speech acts for Uzbek B2-
level learners in an independent learning context. Research on MALL applications highlights
their benefits in enhancing language acquisition, particularly in developing communicative
competence (Kukulska-Hulme & Viberg, 2018). Studies have shown that digital language
exchange platforms provide learners with exposure to natural language use (Ziegler, 2016).
Additionally, pragmatic competence, including speech act performance, is crucial for effective
communication in a second language (Kasper & Rose, 2002). However, little research has been
conducted on how Uzbek learners at the B2 level benefit from these tools in independent
education. This study employs a mixed-methods approach, including surveys, learner interviews,
and discourse analysis of conversations on HelloTalk and Tandem. Participants include 30
Uzbek B2-level learners engaged in independent learning through these applications. Data is
analyzed to assess improvements in speech act production, appropriateness, and fluency over a
six-month period. The analysis reveals that learners using HelloTalk and Tandem demonstrated
significant improvements in their use of speech acts. Key findings include:
1. Increased awareness of speech act strategies in different cultural contexts.
2. More natural and contextually appropriate use of requests, apologies, and refusals.
3. Enhanced confidence in real-time communication with native speakers.
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 02,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 834
Positive learner perceptions of MALL applications as supplementary learning tools. These
findings align with previous research suggesting that language exchange platforms contribute to
pragmatic development by providing authentic interaction opportunities (Taguchi, 2015).The
results suggest that HelloTalk and Tandem are valuable tools for enhancing speech act
competence among Uzbek B2-level learners in independent education. Educators and learners
should incorporate these applications as part of their self-directed learning strategies. Future
research should explore long-term effects and compare results with classroom-based pragmatic
instruction.Teaching speech acts to Uzbek B2-level learners involves helping students
understand and use different types of communicative functions in English, such as requests,
apologies, refusals, compliments, invitations, and suggestions. At the B2 level, learners should
be able to use speech acts appropriately in different social and cultural contexts.
Types of Speech Acts
1. Direct Speech Acts
(explicit meaning)
Example: Close the door, please.
2. Indirect Speech Acts
(implied meaning)
Example: It’s a bit cold in here. (implying that the door should be closed)
Common Speech Acts and Their Forms
Requests
: Could you pass me the salt? / Would you mind helping me?
Apologies
: I’m sorry for being late. / I apologize for the inconvenience.
Refusals
: I’d love to, but I’m busy. / I’m afraid I can’t join you.
Compliments
: That’s a nice shirt! / You did a great job!
Invitations
: Would you like to come to my party? / How about dinner at my place?
Suggestions
: Why don’t we try a new restaurant? / You should take a break.
Challenges for Uzbek Learners
Cultural Differences
: In Uzbek culture, politeness strategies may differ, making direct speech
acts seem rude or too formal.
Pragmatic Transfer
: Learners may transfer Uzbek language structures into English, affecting
their fluency and appropriateness.
Politeness Levels
: Understanding formal vs. informal expressions in English is crucial.
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 02,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 835
Role-Plays & Simulations
Practice real-life scenarios (e.g., ordering food, asking for favors).
Use different levels of politeness.
Dialog Analysis
Have students analyze dialogues from movies or books.
Identify direct and indirect speech acts.
Error Correction & Feedback
Provide feedback on how natural and appropriate students' speech acts sound.
Authentic Materials & Technology
Use videos, podcasts, and real conversations to expose learners to natural speech acts.
A speech act is an action performed through speaking or writing. It refers to the way language is
used not just to convey information but also to perform actions, such as making requests, giving
orders, making promises, or apologizing. The concept comes from
J.L. Austin
and
John Searle
,
who developed speech act theory in linguistics and philosophy.
CONCLUSION
The integration of HelloTalk and Tandem into independent education for Uzbek B2-level
learners significantly enhances their ability to master speech acts in real-life communication.
These language exchange applications provide an immersive and interactive environment where
learners engage with native and proficient speakers, fostering authentic language use. By
practicing speech acts such as requesting, apologizing, and expressing opinions in a natural
setting, learners develop both linguistic competence and cultural awareness.Furthermore, the use
of these apps promotes learner autonomy, motivation, and confidence, as they receive instant
feedback and engage in meaningful conversations. Compared to traditional classroom methods,
HelloTalk and Tandem offer a more dynamic and practical approach to speech act acquisition.
Therefore, incorporating these digital tools into independent language learning proves to be an
effective strategy for improving communicative competence among Uzbek B2 learners.
REFERENCES:
1. Kasper, G., & Rose, K. R. (2002). Pragmatic Development in a Second Language. Wiley-
Blackwell.
2. Kukulska-Hulme, A., & Viberg, O. (2018). Mobile collaborative language learning: State of
the art. British Journal of Educational Technology, 49(2), 207-218.
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 02,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 836
3. Taguchi, N. (2015). Instructed pragmatics at a glance: Where instructional studies were, are,
and should be going. Language Teaching, 48(1), 1-50.
4. Ziegler, N. (2016). Taking technology to task: Technology-mediated TBLT, performance,
and production. Annual Review of Applied Linguistics, 36, 136-163.
