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I SHO‘BA:
Si a li a’lim – ba qa o a aqqiyo ka ola i: xo ijiy aj iba a mahalliy amaliyo
THE RELEVANCE OF DIGITAL TECHNOLOGIES IN FOREIGN LANGUAGE
TEACHING
Au ho : Said aliye a Dila uz Ra shano na1
A ilia ion: Teache in Fo eign languages depa men in Tashken , Uni e si y o
In o ma ion Technologies named a e Muhammad al – Khwa izmi in Tashken 1
DOI: h ps://doi.o g/10.5281/zenodo.17330977
ABSTRACT
The apid de elopmen o digi al echnologies opens up new p ospec s in he ield o
educa ion. I is sa e o say ha in he mode n wo ld he e is a endency o me ge educa ional
and in o ma ion echnologies in o de o o m on his basis undamen ally new in eg a ed
lea ning echnologies, based, in pa icula , on digi al echnologies. Wi h he use o podcas s,
lea ning becomes in e ac i e, he impo ance o independen wo k o s uden s inc eases,
he in ensi y o he educa ional p ocess is se iously inc eased, e c.
Keywo ds: digi al echnologies, ICT, educa ional podcas s, podcas ing se ice, English
language lea ning.
INTRODUCTION
Mode n eache s a e ac i ely explo ing and mas e ing he use o digi al
echnologies in he eaching p ocess. Wi h he eme gence o Web 2.0 se ices,
specialis s in lingua didac ics and o eign language eaching me hods ha e s ongly
suppo ed he in eg a ion o in o ma ion and communica ion echnologies in o
educa ion. Recen ly, he e has been g owing in e es in newe web-based ools,
pa icula ly podcas s. A podcas is a media ile dis ibu ed ia he In e ne and
accessible on compu e s as well as po able de ices such as iPods and o he digi al
audio playe s. The co e idea o podcas ing lies in c ea ing audio o ideo ma e ials
ha allow use s o access con en any ime, anywhe e, and in any way hey p e e .
Since oday’s s uden s a e inc easingly mobile, he lexibili y o ecei e in o ma ion
wi hou being ied o a ixed loca ion makes podcas s especially a ac i e.
In oday’s wo ld, he e a e coun less podcas s a ailable o lea ning English.
A e e iewing many o hem, se e al s and ou as pa icula ly e ec i e:
1. BBC Lea ning English Podcas – Each episode is only abou six minu es long,
which makes i easy o ollow. The speech is clea and deli e ed a a mode a e
pace, so lis ene s can unde s and i wi hou much di icul y. Al hough he
ocabula y is o en ad anced, ansc ip s a e p o ided wi h e e y episode. A
he beginning, when lea ne s may ind lis ening challenging, hey can ollow
along by eading he ex .
2. Audio English Podcas – This podcas is sui able o bo h beginne s (English o
Beginne s) and mo e ad anced lea ne s (P ac ical English). Lis ene s can also
choose speci ic opics ha ma ch hei in e es s, such as T a el English,
Telephone English, Banking English, o Accoun ing English.
“RAQAMLI TRANSFORMATSIYA DAVRIDA
PEDAGOGIK TA’LIMNI RIVOJLANTIRISH
ISTIQBOLLARI”
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I SHO‘BA:
Si a li a’lim – ba qa o a aqqiyo ka ola i: xo ijiy aj iba a mahalliy amaliyo
3. Luke’s ENGLISH Podcas – Hos ed by Luke, an expe ienced English eache
om London wi h o e 14 yea s o eaching, his podcas o e s a mix o
au hen ic con e sa ions and humo . Luke o en in i es iends and amily,
gi ing lis ene s exposu e o na u al, spon aneous dialogue. Episodes usually
las o e an hou , making hem ideal o lis ening du ing ee ime.
4. E o less English Podcas – C ea ed by Ame ican eache A.J. Hoge, his
podcas uses sho s o ies ha highligh di e en English enses. His clea and
slow speech makes i easy o unde s and, e en o beginne s. Hoge p omo es
his own me hod o language lea ning: ocus on ph ases a he han indi idual
wo ds, a oid g amma un il you ha e a s ong ocabula y base o a leas 1,000
wo ds, and p io i ize lis ening p ac ice.
5. I Will Teach You a Language Podcas – Hos ed by Ollie Richa ds, who speaks
eigh languages, his podcas emphasizes enjoying he lea ning p ocess.
Ha ing s a ed lea ning languages as an adul , Richa ds sha es p ac ical ips
and s a egies while se ing as p oo ha anyone can success ully lea n a new
language.
6. B eaking News English Podcas – This esou ce p o ides new episodes e e y
wo days based on cu en e en s. In addi ion o imp o ing lis ening and
speaking skills, i also o e s exe cises ha de elop g amma , ocabula y,
spelling, and discou se compe ence.
A e e iewing he abo e-men ioned podcas se ices o po en ial use in
English lessons, he B eaking News English Podcas s ands ou as one o he mos
e ec i e. Since podcas s a e educa ional by na u e and p ima ily aimed a
de eloping co e language skills—especially lis ening— hey can se e as a powe ul
lea ning ool. By examining he main ea u es o his social podcas ing se ice and i s
alignmen wi h didac ic p inciples, we can explo e a ious ways o in eg a ing
podcas s in o class oom p ac ice.
Podcas s b ing esh ene gy o he lea ning p ocess by encou aging c ea i i y
and imagina ion om bo h eache s and s uden s. Thei use con ibu es o he
holis ic de elopmen o lea ne s. When wo king wi h podcas s in English language
eaching, s uden s may ake on wo main oles:
The ole o he consume – S uden s lis en o he assigned podcas s and
comple e exe cises p epa ed by he eache .
The ole o he c ea o – S uden s a e gi en he chance o design and, i hey
wish, publish hei own podcas s online o a wide audience. Al e na i ely, hey may
p oduce podcas s solely o pe sonal p ac ice—such as imp o ing p onuncia ion,
in ona ion, and luency—wi hou publishing hem. In his way, lea ne s can eco d
and e eco d hei ma e ial un il hey achie e he desi ed le el o mas e y.
LITERATURE REVIEW
Resea che s emphasize ha he ole o in o ma ion and communica ion
echnologies (ICT) in language eaching and lea ning canno be unde es ima ed.
Eme ging echnologies make he lea ning p ocess mo e p ac ical and ele an ,
aligning wi h app oaches ecognized by scien is s and educa ional psychologis s. Fo
oday’s eache s and lea ne s, i is essen ial o s ay upda ed on mode n ools ha
enhance he eaching and lea ning o English h ough ICT. Indeed, in o ma ion and
communica ion echnologies ha e ans o med socie y wo ldwide, eshaping no
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I SHO‘BA:
Si a li a’lim – ba qa o a aqqiyo ka ola i: xo ijiy aj iba a mahalliy amaliyo
only how people in e ac bu also how language ins uc ion is designed and
deli e ed.
RESEARCH SIGNIFICANCE
This esea ch is signi ican as i expands he scope o s udies on w i ing
suppo ed by compu e -based in o ma ion and communica ion echnology (ICT)
esou ces. Since such esou ces a e o en cos ly, i is impo an o de e mine he
ex en o which new ools genuinely con ibu e o posi i e lea ning ou comes. Fo
ins ance, educa ional p og ams and esou ces should mee he ollowing c i e ia:
• Encou age s uden s o ake con ol o hei lea ning and os e independen
hinking, a he han di ec ing hem owa d a p ede e mined conclusion;
• Re lec and suppo s uden s’ pe sonal in e es s, such as in English;
• Inspi e c ea i i y and p o ide oppo uni ies o lea ne s o exp ess hei own
ideas;
• Main ain a non-agg essi e app oach;
A oid ein o cing s e eo ypes. [4]
Figu e 1. Objec i es o ICT in Educa ion
Uzbekis an has always en isioned i s u u e in a well-educa ed, heal hy, and
ha moniously de eloped young gene a ion. Since gaining independence, he
educa ion sec o has been p io i ized as a key a ea o na ional de elopmen and
mode niza ion, wi h comp ehensi e e o ms es ablished as a cen al di ec ion o
go e nmen policy. Today, he epublic has c ea ed mode n condi ions no only o
quali y lea ning a all s ages o educa ion bu also o ensu ing he e ec i e wo k o
eache s. The au ho i y o men o s and he p es ige o he eaching p o ession ha e
isen signi ican ly, wi h p o essionalism, dedica ion o upb inging and educa ion,
c ea i i y, and inno a ion becoming he main c i e ia o e alua ing and ewa ding
eache s’ wo k.
In such a suppo i e en i onmen , s uden s acqui e he skills and knowledge
necessa y o become compe i i e specialis s in a apidly changing wo ld and unde
dynamic ma ke condi ions. A he same ime, new demands placed on eache s
ha e in oduced mode n echnologies as an in eg al pa o he lea ning p ocess.
This shi equi es educa o s o de elop ele an skills and ain specialis s wi h s ong
knowledge o in o ma ion and communica ion echnologies.
RESEARCH METHODOLOGY
P o esso P. V. Sysoe p oposed a me hodology o wo king wi h podcas s
based on a h ee-s age model o lis ening comp ehension. This model includes h ee
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I SHO‘BA:
Si a li a’lim – ba qa o a aqqiyo ka ola i: xo ijiy aj iba a mahalliy amaliyo
phases: be o e lis ening, while lis ening, and a e lis ening [4]. Fo each s age, he
au ho de eloped speci ic ypes o exe cises.
Be o e Lis ening – A his s age, s uden s a e in oduced o he con ex o he
upcoming podcas . Examples o asks include:
o Reading he podcas i le and p edic ing i s con en ;
o Examining an illus a ion o pho o oge he wi h he i le o guess he
subjec o he in e iew;
o Discussing guiding ques ions in g oups, ensu ing ha he ques ions
e lec he main ideas and con en o he podcas ;
o Comple ing lexical and g amma ical exe cises (e.g., ma ching wo ds
wi h de ini ions, illing in e b o ms).
While Lis ening – He e, s uden s engage in di ec lis ening ac i i ies. Tasks may
in ol e:
o Answe ing a gene al ques ion o iden i y he main idea o he podcas ;
o A anging images in he o de in which e en s a e p esen ed in he
audio ex ;
o Using a pic u e o iden i y which de ails o subjec s we e missing om
he podcas ;
o Comple ing a able wi h speci ic in o ma ion (e.g., names, ages,
p o essions, places o esidence, hobbies o he cha ac e s).
A e Lis ening – A his s age, s uden s analyze he con en o he podcas ,
ei he o ally o in w i ing, and in dialogic o monologic o m. They may be asked o:
o Exp ess hei opinions;
o De elop one o he ideas men ioned in he podcas .
O e all, he me hodology o wo king wi h podcas s closely esembles ha o
wo king wi h adi ional audio ex s. I in ol es a clea sequence o ac i i ies o bo h
eache s and s uden s: p elimina y p epa a ion and ask-se ing, pe cep ion and
comp ehension o he podcas , and ollow-up ac i i ies o check unde s anding.
Addi ionally, eache s e ain lexibili y in choosing sui able audio iles and
supplemen a y illus a i e ma e ials.
Ano he app oach o podcas -based lea ning ocuses on s uden s c ea ing hei
own podcas s, which os e s bo h lis ening and p oduc ion skills [2]. This p ocess
includes:
a) amilia izing s uden s wi h podcas pos ing ules;
b) he eache c ea ing a podcas page on a speci ic opic;
c) s uden s d a ing he ex o he podcas ;
d) g oup discussion and e ision o he ex ;
e) podcas eco ding;
) p esen ing s uden podcas s;
g) in-class discussion o he podcas s;
h) e alua ion;
i) sel -assessmen .
The wide a ailabili y o English-lea ning podcas s—whe he p oduced by na i e
speake s o expe ienced eache s—o e s lea ne s aluable oppo uni ies. Online, one
can ind bo h p o essional and gene al podcas s, including exam-p epa a ion
ma e ials, esou ces ailo ed o lowe -le el lea ne s, and podcas s accompanied by
eady-made exe cises. Sys ema ic lis ening o adap ed ex s s eng hens no only
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I SHO‘BA:
Si a li a’lim – ba qa o a aqqiyo ka ola i: xo ijiy aj iba a mahalliy amaliyo
lis ening comp ehension bu also o he language skills, including li e acy and
speaking abili y in he a ge language.
DISCUSSIONS
The in eg a ion o digi al echnology in educa ional ins i u ions is eshaping he
eache ’s ole— om ac ing as he sole sou ce o ins uc ion o se ing as a pa ne in
he lea ning p ocess. As s uden s inc easingly adop echnology as a lea ning ool,
hey begin o c ea e echnology-based p oduc s ha ep esen s uden -gene a ed
knowledge. These knowledge bases a e ich and mul imodal, p o iding clea
e idence o wha lea ne s ha e acqui ed. Fu he mo e, as he lea ning expe ience
becomes mo e meaning ul, i also g ows mo e au hen ic and complex [5].
Figu e 2. Keys o success in he in eg a ion o ICT
Un o una ely, ela i ely ew eache s ha e ye de eloped he compe encies
equi ed o conduc au hen ic assessmen s o s uden lea ning, such as he use o
lea ning po olios and pe o mance e alua ion ub ics. The need o hese
assessmen skills is becoming inc easingly u gen as educa o s shi om beha io is
and objec i is models o lea ning owa d mo e cons uc i is app oaches [6].
This issue aises se e al impo an ques ions: How can language eache s
upda e hei p o essional skills h ough aining in he e ec i e use o echnology—
such as compu e s, mul imedia ools, and in e ac i e sma boa ds—in he
language-lea ning class oom? As educa ional ins i u ions unde go mode niza ion
and he lea ning p ocess e ol es, he ela ionship be ween eache s and s uden s is
also changing. S uden s a e now mo e mo i a ed o acqui e knowledge, ecognizing
ha he in ellec ual ounda ion buil du ing hei yea s o s udy se es as he basis
o hei u u e success.
A he same ime, hese changes in oduce new demands on eache s,
pa icula ly he need o con inuous sel -imp o emen . Expe s a gue ha sel -
de elopmen has become one o he essen ial equi emen s o he mode n wo ld,
whe e he olume o in o ma ion g ows exponen ially each day.
CONCLUSION
The esea ch indings highligh se e al ad an ages o using in o ma ion and
communica ion echnology (ICT) in English language eaching, whe e i s popula i y
con inues o g ow. ICT is ega ded as one o he mos e ec i e ools o mo i a ing
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I SHO‘BA:
Si a li a’lim – ba qa o a aqqiyo ka ola i: xo ijiy aj iba a mahalliy amaliyo
oca ional s uden s’ in e es in lea ning English. Mo eo e , i enables eache s o
p esen hei cu iculum in a lexible and mode n way.
In ou iew, he g ea es alue o ICT lies in suppo ing educa ion on demand.
Ideally, we would like he u u e o lea ning—whe e educa ion is accessible any ime
and anywhe e— o al eady be a eali y, as we a e all, in essence, li elong lea ne s who
seek simplici y in he lea ning p ocess. Howe e , while his ision is appealing, he
p esen eali y does no ye ully align wi h i . The challenge o educa o s, he e o e,
is clea : o b idge he gap be ween he cu en s a e o eaching and he desi ed
u u e o accessible, lea ne -cen e ed educa ion.
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