"ZAMONAVIY TILSHUNOSLIK VA TARJIMASHUNOSLIKNING DOLZARB MUAMMOLARI"
mavzusidagi xalqaro ilmiy-amaliy anjuman
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ANALYZING EFFECTIVENESS OF TEACHING ENGLISH VOCABULARY
WITH MODERN INFORMATION AND COMMUNICATION
TECHNOLOGIES TO YOUNG LEARNERS.
Fazliddinova Zulfiyakhon Dilmurod qizi
Master's degree student of NAMSIFL
named after IS'HAKKHAN IBRAT
Annotation:
This study reviews the effectiveness, challenges and solutions of teaching
vocabulary to young learners with the help of modern information and communication
technologies.
Keywords
: TEFL, modern information, communication technologies, young learners.
Aннотатция:
В этом исследовании рассматриваются эффективность, проблемы
и решения обучения лексике молодых учащихся с помощью современных
информационно-коммуникационных технологий.
Ключевые слова:
TEFL, современная информация, коммуникационные
технологии, молодые учащиеся.
Annotatsiya
: Ushbu tadqiqotda zamonaviy axborot-kommunikatsiya texnologiyalari
yordamida yosh o‘quvchilarga lug‘atni o‘rgatishning samaradorligi, muammolari va
yechimlari ko‘rib chiqiladi.
Kalit so'zlar:
TEFL, zamonaviy axborot, kommunikatsiya texnologiyalari, yosh
o'quvchilar.
With the advancement of modern technologies it became effortless to access any
information at any time from any location. It is obvious that using this opportunity to
teaching foreign languages to students, makes it more effective and attractive, the
computer at the lessons of a foreign language makes it possible to implement a
personality-oriented approach to learning, provides for individualization and
differentiation of instruction, increases activity, motivates students, intensifies the
learning process, fosters adequate self-esteem for students, and provides them with a
comfortable learning environment[1].
These technologies give many opportunities to teachers and students, but in
teaching young learners there can be some challenges that are related to the age, ability
and cognitive skills of users. Young learners are the young students aged 7-14 years
old students studying in primary school. To teach them we should know their abilities.
Nowadays, even kids can easily use any type of communication technologies, however
the old have limited abilities to use these technologies.
Q. Mahmood et al conducted a research on this issue and find out that teachers are
keen on using all types of technology tools, but the problem was that there were not
"ZAMONAVIY TILSHUNOSLIK VA TARJIMASHUNOSLIKNING DOLZARB MUAMMOLARI"
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enough ICT provisions in Pakistan [2]. Another research emphasizes how crucial
vocabulary growth is for overall academic and professional achievement as well as
language understanding. Deeper vocabulary retention and real-world application have
been demonstrated by strategies like spaced repetition, contextualized learning, and
collaborative online resources. Furthermore, media-based strategies such as image-to-
text recognition and video subtitles emphasize how technology may revolutionize
vocabulary acquisition by making it both meaningful and accessible[3]. The answers
of young learners to questionnaires done in order to find out the efficiency of ICT in
learning vocabulary of EFL, reveal the mist students use cell phones, laptops and
desktop computers daily to study, watch movies, communicate with friends and other
type of activities and Youtube, telegram messenger, facebook and instagram are the
most used communication platforms. Students have positive attitude using them and
doing homework using their ein Ukraine[4]. One of the communication platforms
WhatsApp used to acquire English vocabulary inside and outside of classroom and the
result was the usage of the platform did not have enough motivation to students both
in and out of the classroom[5]. When the ICT integrated by Apps like Quizlett,
Duolingo, Kahoot students actively personilised learning experiences and enhanced
vocabulary[6]. Mobile devices offer alternate modalities of learning, including video
modeling and aural information delivery, which can benefit learners with literacy
issues. ICT can help young people overcome their fear of academic failure by making
them feel more competent and adept in the ICT area compared to science education.
They can serve as leaders in promoting the use of ICT among students and teachers,
unlike their prior encounters in standard secondary scientific education settings. ICT
integration can help kids overcome negative experiences with classroom science to
generate a good attitude towards it [7].According to Juma R. Haji et alteachers
positively integrate ICT in their teaching process, but they need continuing training on
integrating ICT within the classroom setting[8]. CDP-continuous professional
development process for teachers organizes such kind of training for each EFL teachers
in order to refresh their teaching methods and approaches. Nowadays in all public and
private schools of Uzbekistan each Friday in devoted to this kind of programs that
assists teachers and deal with the problems they face during instructing.
When it comes to usage of technology devices in schools of Uzbekistan it is
prohibited to use mobile phones during the lesson, and in most public schools ICT
provision is not provided or lack the quantity for full group usage during the lessons.
Teachers can actively use technology to find out different methodologies, methods,
approaches, to find out various ways to teach their students. There are many platforms
that give ready lesson plans, flashcards, a plethora of activities to utilize during
teaching process.
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In conclusion, teaching students within the modern information and commucation
technologies cannot be implemented in our country like Pakistan we lack adequate ICT
devices provision in schools and most students do not possess proper technology to
learn the language. But teachers have open aces to all information and can use different
tools to find out more methods, approaches and join CDP and other training courses to
refresh their teaching skills.
REFERENCES;
[1] Volchkova V.I. Use of modern information technologies in teaching foreign
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[2] Mahmood, Q., Iqbal, M. J., Nadeem, M. W., Javed, M. A., & Hassan, M. U. (2014).
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Haque, A., Ariansyah, M. R., Wiladyah, N. C., & Sari, R. N. (2024). Teaching
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//
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