Education of the republic of uzbekistani samarkand state institute of foreign languages

Methodological recommendations for the implementing technology based tools in teaching and learning academic writing competence

The use of computer technology is one of the key factors in improving the quality of teaching foreign languages in higher education institutions, allowing us to create the most productive learning environment. Currently, information and communication technologies have firmly entered our lives, have become an integral part of modern society and education. You will not be surprised by the opportunity to choose and use a variety of Internet resources, including when teaching a foreign language. However, it is not always possible to find a suitable electronic educational resource that fully corresponds to the purpose of the lesson and the needs of students. In this case, the question arises of creating your own digital materials. And here a problem arises - teachers are not always ready to solve such a problem. Many of them simply reject the idea of developing an ESM for a number of reasons, namely: the low level of ICT literacy and ICT competence of the teacher himself, the information “vacuum” in which he often finds himself, as well as lack of time, which reduces the process of preparing for the lesson to a minimum. Digital resources facilitate the organization of educational activities, for example, when automating the control system, which federal standards should be used when creating didactic materials and how to accelerate the development of ESM. [66, 36]

EER is an educational resource in digital form with a certain structure, subject content and metadata. The structure, methods, and tools for ERM development are determined by its functional purpose and the specifics of its application in a specific information and educational environment. In this case, the subject content should correspond to the level of education received and contribute to the formation of competencies defined by the discipline program, and metadata (i.e. resource description) should include a brief description of all ESM parameters. A single standard metadata model allows you to systematize and keep records of existing electronic resources, and also makes it possible to find them on the Internet. It should be noted that there are many classifications of digital educational resources, and this creates certain problems when cataloging them. Thus, depending on the specific defining characteristic, ERMS are divided into several groups:
• by type (textbook, reference book, laboratory practice, testing system);
• on a functional basis that determines the importance and place of ESM in the educational process (program-methodical, educational-methodical, teaching, auxiliary);
• by the nature of the information provided (curriculum, course program, guidelines, assignments for practical classes, textbook, workshop);
• according to the format of the main information (text, graphics, sound, software, multimedia);
• according to the form of presentation (convection, programmable, problematic, combined);
• by the nature of user interaction (deterministic, non-deterministic);
• by appointment (general secondary, specialized secondary, higher, specialists);
• on the organization of the text of the resource (monographs, collections);
• by the presence of a printed equivalent (an electronic analogue of a printed publication, an independent electronic tool);
• by distribution technology (local, network, combined distribution). [65, 206]
In accordance with the presented classification, the same resource can be characterized in different ways, for example: by type - a computer textbook, by the format of information - multimedia, by the form of presentation of the material - a combined educational publication, by the nature of user interaction - deterministic, by purpose - a general average, by the organization of the text - a collection, by the presence of a printed equivalent is an independent medium, according to the distribution technology - local. In addition, attention should be paid to a number of didactic, organizational and technical requirements for educational resources. Let's take a closer look at the didactic principles of ERM construction. These include:
• pedagogical expediency of using the resource in the educational process,
• the scientific nature of the content, i.e. sufficient depth, correctness and scientific reliability of the presented material, as well as taking into account the latest scientific achievements in the subject area under study,
• systematic and consistent learning - consistent and systematic assimilation of certain knowledge, skills and abilities,
• accessibility - matching the complexity and depth of the material to the age and individual characteristics of students,
• problematic - creating a learning problem situation, which requires active mental activity to solve,
• visibility - emphasis on sensory perception of the studied objects to increase the efficiency of assimilation of the material,
• conscientiousness, independence in learning - students' understanding of the ultimate goals and objectives, the ability to independently search for and extract information, make independent decisions,
• the power of acquired knowledge - deep understanding and processing of the material, its memorization and application in practice,
• modularity and variability of presentation - the division of the ESM content into training modules and micro modules, minimal in volume, but closed in content, so that the choice of an individual learning path is available. [40.91]
The ESM must also ensure that the requirements of interactivity, adaptability, consistency and structural and functional consistency of the material, integrity and continuity of the learning cycle are met. Regardless of the purpose, method of use or technology of implementation, the basis of any didactic tool, including ESM, is the educational material of the subject area being studied. The creation of an electronic resource includes 2 stages: the preparation of the material and its layout. First, the teacher selects the sources, develops the main content, structures and processes the data, both text and graphic, multimedia. At the first stage, it is possible to use general-purpose software: text and image editors (Word, Paint, Photoshop, Corel Draw, Picture Publisher), audio and video digitization programs (Movie Maker, Video Pad Video Editor, Wave Editor, Free Audio Editor). [48, 91]
To shorten the search for the necessary information, we suggest using the following links:
1. Free photos, statistical and animated images are presented on the websites:
• Dream Time https://www.dreamstime.com/,
• Free digital photos http://www.freedigitalphotos.net/,
• Photos in the public domain http://www.publicdomainpictures.net/,
2. A selection of educational audio and video clips:
• Pixabay https: //pixabay.com/,
• English central https: //englishcentral.com/videos,
• Lingvo Elf https://lingvoelf.ru/video-en.
3. Text materials of various subjects:
• Dream Reader http://dreamreader.net/,
• ESL for printing https://www.eslprintables.com/,
• Latest news in English https://breakingnewsenglish.com /.
At the second stage, all elements of ERM (information, training, control) are combined into a single whole. To do this, you can use the call of various algorithmic languages C++, Visual Basic.NET, Java, Delphi). However, an ordinary teacher of a foreign language who does not have specialized knowledge in the field of programming cannot do this. In this case, we are not considering the possibility of attracting qualified developers. An alternative way of organizing educational material is the use of ready-made general and special purpose software. [67, 104].

The first group includes PowerPoint, Adobe Acrobat, Adobe Flash or Adobe Animate CC. It should be noted that the functionality of such tools is insufficient for the development of a full-fledged ERM. For example, in PowerPoint, the training material is presented with mostly linear navigation, the ways to create interactive exercises for self-control and training are limited. Much more opportunities are provided by special tools called development systems or ESD constructors. They allow you to create multimedia-based resources: hypertext, static and animated images, video and audio clips. Working with such programs takes place directly in the browser, without the need for additional formatting and editing tools.
The presence of special panels of “assistants” simplifies and speeds up the procedure of registration of hyperlinks, text documents, tables, graphs, audio and video fragments. At the same time, large documents are divided into separate parts with automatic navigation inside.
A survey was conducted of students in grades 10 and 11 of school No. 1 in the city of Samarkand in order to find out their interests and needs based on the study of foreign languages by the media. It is obvious from the survey that the mass media that students most often use in their free time are the computer and the Internet (70%), followed by television (15%), radio (5%) and newspapers (10%).
The teacher can create materials not only for the entire course, but also for individual lessons and provide access from any, even mobile, platform, since the finished resource is saved both in the local version (for recording to a medium) and in the online version. As an example, consider the iSpring package for creating multimedia ESMS with embedded YouTube and Flash videos, interactive exercises and various types of test tasks. We chose this program for a number of reasons: firstly, it has a simple, intuitive interface, as it is an addition to the popular and most common Microsoft PowerPoint presentation editor (PPT). Secondly, the application allows you to create various types of ERM: courses, tests, interactive tasks, simulators, video tutorials. To do this, it is enough to find a suitable template or layout in the library of ready-made content. Thirdly, presentation materials are easily converted into electronic courses in the SCORM format, which allows them to be integrated into any distance learning systems. And finally, the created ERM can be used not only on personal computers, but also on mobile devices, which almost every student has. In this case, even the insufficient technical equipment of the office does not prevent the use of ICT in the educational process.
Practice has shown that the educational process offers almost limitless opportunities in terms of setting goals, while simultaneously activating participants in this form of classes. E-learning is a form of teaching that uses modern computers, multimedia technologies and the Internet. In other words, it is a process of teaching and learning knowledge, intensively supported by computers with an Internet connection or modern mobile devices.
The model under consideration makes it possible to operate in a decentralized and non-standardized field of foreign language teaching methods. Free and unlimited access to the learning platform, giving students and teachers the opportunity to implement the plan anywhere and anytime. E-learning can be successfully used for organizing courses, as well as for training at a higher level, without having to personally appear in a conference room that is transferred to a virtual space.
The method of teaching using the Internet and computer networks is called CALL (computer-assisted language learning) or learning a foreign language using a computer, and this does not mean abandoning the teaching tools used so far. This contributes to the simultaneous expansion of educational opportunities and the introduction of numerous novelties related to the most modern technologies. Without a doubt, this method combines many features of the Internet and modern media, such as graphics, text, animation and video. Thus, a number of skills, such as speaking and listening, are combined, they integrate with the image, creating conditions.
The method of teaching memorization in our current realities does not meet the tasks set. Teachers are also faced with the need for self-education in this regard, which is a condition for bringing modern forms of knowledge to students, while increasing their own potential. Personalization and individualization of educational information, as it allows you to listen and view. At the same time, students have the opportunity to use various educational games, use thematic websites, quizzes and tests that can be solved on the Internet. Another learning tool in teaching a foreign language is associated with computer programs that can form all language abilities. Thus, teachers have the opportunity to check the progress of students in the educational process. Students create their own language combinations in the form of lists of words and phrases, and teachers act as inspectors and instructors in this process. Multimedia solutions allow students to study in extracurricular activities and communicate with people who speak the same language as their native one. When teaching foreign languages, a very effective way is to implement projects supported by information technologies. When foreign languages are used in parallel with the main courses, this is an ideal form of collaboration and, more importantly, it acquires a practical dimension and increases the scientific nature of the teaching process.
Modern teaching methods can also be used as a supplement or even the main element when creating an author's foreign language course. Despite its undoubted advantages, modern teaching methods are often considered as tools of a universal way to achieve success in the educational process. Traditionally, courses using computers or interactive whiteboards seem to be a simple and relaxed way to transfer educational materials.
However, we should not forget that they are just a modern catalog of educational resources, but still have such functions similar to textbooks or traditional paper workbooks. This technology serves only as a tool to achieve a hypothetical goal. However, if goals are formulated incorrectly or implemented incorrectly, they will also be unreliable and ineffective. Thus, the traditional method of teaching grammar-translation into foreign languages, which was generally considered the best in the past, is now being evaluated as less and less effective. Therefore, media education is widely promoted in educational institutions and other places where foreign languages are taught, and electronic media such as computers, the Internet and multimedia boards are as common as traditional communication methods.
New media are revolutionizing language learning and teaching in many ways: the Internet provides access to real materials and examples in foreign languages and in other languages. Smartphones, Skype and email allow students to communicate directly with other people around the world. The task of foreign language teachers is to find innovative ways to take advantage of new opportunities to make language learning and teaching more effective and interesting, as well as to preserve the quality and values of more traditional teaching. This will lead to problems and challenges:
• Keep an eye on technology developments - the rate of change is so high that choosing the right hardware and software is a constant priority, regardless of budget implications.
• Learn to use new media as a tool in the classroom - Students can often learn new skills faster Do you realize that the way children and adults use new media for learning is different from the previous method and has less linearity?
• Developing methods that incorporate new media is not just a trick, but also an integral and effective part of the curriculum.
• Supplement the use of new media with books and other more traditional forms of entry. [41, 112]
To solve these problems, it is important to change the traditional education system to meet the learning needs of a new generation of digital natives, as well as students who are not part of the digital generation, but want to use technology for more flexible learning.
And the following survey, organized to determine how various media help students effectively learn grammar, pronunciation, vocabulary and spelling of foreign languages. The result shows that the media influence pronunciation by 40% to a greater extent, while they are followed by vocabulary and grammar with 15% and spelling with 30%.

Media literacy, like any competence, presupposes the development of intellectual wealth of four types of experience:
1) experience of activity, fixation of the form of one's competence in relation to mass media and the peculiarities of their functioning in modern society;
2) experience in implementing well-known methods of activity - in the form of the ability to work, analyze, select the necessary information, etc.), including using modern technologies; media text.
3) experience of creative activity of productive skills necessary for the analysis and interpretation of media texts, for the implementation of project activities using media texts or for the creation of new media texts in various situations of social interaction;
In these conditions, media literacy performs the social function of forming the critical autonomy of consumers of media products, their ability to critically perceive and comprehend media texts. [70, 75]
Thus, media literacy determines the nature of a person's social interaction with society, society and other people, carried out through media texts of various forms and types. in the form of reproduction and interpretation of the media text.
Guidelines on the use of mass media in teaching a foreign language (English) language:
* first of all, it is necessary to advise students about what is required of them and what should be paid attention to while watching a video, listening to an audio recording or reading a newspaper article;
* Mass media are not intended for the entertainment of students, therefore, effective integration of mass media into the curriculum will require time and a clear presentation of the expected results.;
* to focus students' attention on the spoken words found in the video, the subtitle function in visual media will help;
* Students can use written or oral student reviews, essays, tests, or questions directly related to media content to ensure that they understand the content of the material.