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in the globalized world
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nuances of metaphorical expressions, facilitating more accurate and culturally sensitive
cross-lingual communication in the era of technology.
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Koehn, P. (2009). Statistical Machine Translation. Cambridge University Press.
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techniques. Computer Speech and Language, 32(1, SI), 109
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Kamilovich, S. E. (2023). EXPLORING LINGUISTIC UNIVERSALS AND
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ANALYSIS OF THE IMPLEMENTATION OF A WEBQUEST IN
TEACHING STUDENTS
Moydinova Elmira
teacher
Uzbek State World Languages University
Abstract
The purpose of this article is to prove by generalizing our own experience the expediency of
using WebQuests in teaching English at universities. The article is an attempt to analyze an extremely
promising trend in the methodology of teaching English in the modern computer world, which
requires solving problems at all levels of education and makes it necessary to use Web
resources. Given the problems outlined above, we have the opportunity to describe our experience in
creating WebQuests. It is noted that the results of the quests, depending on the material being studied,
can take many different forms. The article describes the process of creating a WebQuest template in
some detail. In addition, the teacher needs to rely on the individual characteristics of students.
Key words:
English language, WebQuest, Web resources, communicative language
teaching, modern educational technologies
.
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in the globalized world
198
The world is changing rapidly, and the requirements for future
professionals change as well. Scientific subjects have long ceased to have clear
boundaries. It is assumed that a person changes his occupation several times during his
life. Even now
“the competitive specialist should possess not only technical knowledge
the so-called hard skills, but also a set of humanitarian qualities and competencies such
as ability to work in a multidisciplinary team, possession of effective argumentation
and communicative competence in general the so-
called soft skills” (Burenko,
Sidelnik, & Melnik, 2016, p. 513). The speed of information retrieval
is greater now. This means that the graduate must take out of the university not only a
certain amount of knowledge but also the skill of life-long learning. On top of that, he
must
master certain abilities the abilities
of
collecting,
processing,
and
analyzing information. The projective technique shows excellent results in these
aspects.
The objective of teaching a foreign language at the present stage is to use a
communicative approach in teaching “the process of learning a foreign language by
studying the language and inculturation, i.e.
adaptation to cultural norms.” (Sidelnik,
Melnik, & Lutsenko, 2018, p.654). More and more students gain access to the Internet,
therefore, there is growing pressure on the teachers to help the students to use these
valuable resources as an effective tool of study.
The current article aims to describe a particular kind of projective technology
that has become a part and parcel of higher education instruction.
There are several definitions of WebQuests. The first to formulate the definition
and structure of this kind of educational activity was Bernie Dodge, professor of
educational technology at San Diego State University. By creating the appropriate
project on the web, the author of such work, using a variety of computer programs, or,
at the lowest level of complexity, just typing materials, and references to the websites
in the text of the word processing document, collects materials from the Internet on the
problem being considered, a specific topic. To solve it, the students need to review the
materials found on the web.
Topical issues of language training
in the globalized world
199
Bernie Dodge, the creator of WebQuest, defines the WebQuest as
“something
that
’
s built
around a doable and interesting task” and
says,
that “it is not
about looking around the Web. Furthermore, “the task has to be more than simply
answering questions or regurgitating what
’s on the screen”. (Bernie Dodge, 1995, p.
10). Moreover, according to the structure, suggested by Bernie Dodge, the WebQuest
can be divided into:
1.
Introduction
2. Task
3. Process
4. Evaluation
5.
С
onclusion
6. Credits
7. Teacher Page.
This generalized structure of WebQuest can be used by a teacher in any
discipline and can be easily reconstructed to meet the students
’
needs.
Some authors distinguish the following types of tasks for WebQuests (March,
2004):
Achievement of consensus
–
development of a solution to an acute problem.
Analytical task
–
search and systematization of information.
Compilation
–
the transformation of the format of information obtained from
different sources: the creation of a book of recipes, a virtual exhibition, a time capsule,
and a culture capsule.
Creative task
–
creative work in a particular genre
–
creation of a play, poem,
song, or video.
Detective, puzzle, mysterious story
–
conclusions based on conflicting facts.
Evaluation
–
rationale for a particular point of view.
Topical issues of language training
in the globalized world
200
Persuasion
–
the inclination of opponents or neutral-minded persons to their
side.
Planning and design
–
developing a plan or project based on predetermined
conditions.
Research
–
the study of various phenomena, discoveries, and facts based on
unique online sources.
Retelling
–
demonstration of understanding of the topic based on the
presentation of materials from different sources in a new format: the creation of a
presentation, poster, or story.
Self-knowledge
–
any aspect of personality research (Melnik, Sidelnik,
& Lutsenko, 2019, p.620).
These tasks cover a separate problem, academic subject, or topic. They can be
interdisciplinary. There are two types of WebQuests: for short-term work, its purpose
is to deepen knowledge and their integration, it is designed for one or three classes;
for long-term work, its purpose is to deepen and transform students
’
knowledge,
it is designed for a long period
–
can be held for a semester, or academic year. An
educational WebQuest has a feature: some or all of the information for the independent
or group work of students with it is available on the web. The topic of WebQuest is
very diverse, problem tasks may be of varying difficulty. The results of the web quest,
depending on the material studied, maybe an oral report, a computer presentation, an
essay, a web page, etc.
These days the vast majority of students, especially at a language university,
competently use modern information technology. In addition, they like this form of
work so much that they spend a lot of time “strolling” through the network. The interest
of the teacher is involved in the learning process. Moreover, there are a lot of resources
on the Internet in different areas of education.
There are several options for tasks with the use of Internet
resources: Hotlist; Treasure hunt; Subject Sampler; WebQuests; Web blogs; etc. You
can see samples of such tasks at the following websites:
Topical issues of language training
in the globalized world
201
http://webquest.org/
https://englishteaching101.com/category/web-quest/
The purpose of this article is to prove that WebQuests can be effectively
integrated into the educational process of teaching English at the University based on
our experience. A modern teacher of a University should be in step with the times.
Therefore, the task for the teacher is to use everything that can show his effectiveness
to students, and create between the teacher and students the atmosphere of partnership
and cooperation.
We think that there are three groups of arguments in favor of WebQuests as a
technology that meets the spirit of our time. We would refer the arguments directly
connected with educational activity to the first and most important group. Work in
project groups: reduces students
’
motivation to learn; contributes to the achievement
of several goals at once: increased motivation to learn; development of self-education
skills; formation of new competencies; implementation of creative potential: web-
design of the site, development of critical thinking, such as comparison, classification,
ability to persuade. Thus, communication is the main goal of foreign language
development.
Working with the students from the second group in the framework of the
project activity, for example, in a web quest, contributes to meeting modern society
’
s
demands for a specialist to be able to work in a team, distribute roles, solve problems,
and assess the results efficiently. This kind of project work improves the learning
process, making it exciting and diverse, and the acquired skills are promising for the
future. Competencies such as the ability to use IT as a means of
performing professional tasks, team interaction, and work on problematic issues are
formed in the students while performing such projects. They learn to find several ways
to solve the problem and choose the most rational, justifying it.
The third group of arguments belongs to the purely psychological field.
Psychological arguments say that fear of death ranks sixth, while fear of public
speaking ranks first in humanity. WebQuest has pre-defense and defense stages with
Topical issues of language training
in the globalized world
202
author presentations, questions, and discussions. Repeatedly presenting material in
groups and to the audience not only learns to speak publicly well but also increases
self-esteem; any educational quests can also be found online to learn more.
In conclusion, the WebQuest design is full of detail, including qualitative
findings such as increased motivation, learning effectiveness, independent ant and
group work skills, and ability to evaluate work Successful goals can be achieved by
smart choices. Choosing fresh topics through online resources creates lively classes.
The project group raises the learner
’
s psychology and self-education, as well as their
new skills, which all require creativity and critical thinking.
References
1.
Burenko, L., Sidelnik, E., & Melnik, O. (2016). Engineering Discourse in the Structure of
the ESP Training at Southern Federal University. Universal Journal of Educational
Research, 4(3), 511-515.
2.
Dodge, B. (1995a). Some Thoughts About Webquests. Retrieved from
http://www.webquest.org/sdsu/about_webquests.html.
3.
Dodge, B. (1995b). WebQuests: A technique for internet-based learning. Distance
educator, 1(2), 10-13.
4.
March, T. (2004). The Learning Power of WebQuests. Educational Leadership, 61 (4),
42-47. New Needs, New Curriculum.
5.
Melnik, O. G., Sidelnik, E. A., & Lutsenko, N. S. (2019). Webquest In Teaching Students.
In N. I. Almazova, A. V. Rubtsova, & D. S. Bylieva (Eds.), Professional
С
ulture of the
Specialist of the Future, vol 73. European Proceedings of Social and Behavioural Sciences
(pp. 618-629). Future Academy. https://doi.org/10.15405/epsbs.2019.12.66
6.
Moydinova, E. (2021). THE ROLE OF MODERN ENGLISH TEACHING
TECHNOLOGIES IN THE AGE OF DIGITALIZATION.
Scienceweb academic papers
collection
.
7.
Sidelnik, E., Melnik, O., & Lutsenko, N. (2018). ESP as a Tool to Develop Social Capital
at University. European Proceedings of Social and Behavioural Sciences, 51, 652-659.
STRATEGIES TO IMPROVE LISTENING SKILLS IN A FOREIGN
LANGUAGE
Nabijonova Odina
PhD student
Uzbek State World Languages University
