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

Expectations on the research-based project

Digital media has affected almost every aspect of our lives, and education is no exception. She revolutionized traditional teaching methods by introducing modern and innovative methodologies. With the continued popularity and growth of social media, many educators are considering the potential of using social media for educational purposes, as they believe that social media can stimulate active learning and collaboration between students. However, few teachers are also concerned about the negative impact of social media on student academic performance and discourage their use in education. The number of users of social networks/ Facebook is growing rapidly, but the use of social networks for educational purposes has been little studied. Despite the popularity and inclusion of social media as a tool for language teaching in the classroom and beyond, research on the role of social media in the context has focused on studying trends in their use by students, and there is a lack of empirical research examining the impact of social media use on language learning. In this scenario, an empirical study needs to be conducted to examine the impact of Facebook use on students' writing skills.
Currently, college students are surrounded by information technology and are constantly connected with it. Moreover, they interact with digital media almost everywhere, and the use of these media becomes their second nature. In short, they take technology for granted as a central part of their lives, ICT has become one of the main building blocks of modern society in a very short time. Although no technology is intended to replace the teacher, rapid breakthroughs in new information and communication technologies of ICT will allow further change in the way knowledge is developed, acquired and transferred. Platforms such as Facebook, LinkedIn and almost everyone uses Twitter. Digital media is about collaboration, networking, sharing knowledge and content, and all these functions are of great value in the context of higher education.
Social media is a social interaction between people, during which they create, share or exchange information and ideas in virtual communities and networks. Social media is defined as "a group of Internet applications that create based on the ideological and technological foundations of Web 2.0 and which allow you to create and share user-generated content. Social networks are seen as lifelong learning tools that can be used as tools connecting formal and informal learning contexts. In addition, digital networks depend on mobile and web technologies to create highly interactive platforms through which individuals and communities share, co-create, discuss and modify user content. They are making significant and pervasive changes in communication between organizations, communities and individuals. It is argued that social media has the potential to combine formal and informal learning through digital participatory cultures. The educational benefits of using social media in the context of learning are disputed. Research on social media in education suggests that the integration of social media into the learning environment can lead to new forms of research, communication, collaboration, and work with personality, exchange of information and resources, or have a positive cognitive, social and emotional impact. Social networks help professors keep in touch with your off-campus students as well as with your former students. Professors use social media as a way of teaching, creating groups and accounts for students where information can be accessed. Rajesh and Michael pointed out that social media networks are growing, and they reach a large number of people day by day. They found that students can use interaction services, blogging services, and group services in their research. Traditional lecture formats are one-sided and eliminate the need for emphasis and explanations, since, as a rule, there are time restrictions on lectures and/or there is no formal feedback mechanism.
A digital network can facilitate learning by providing a long-term interaction between the education provider and the education recipient, which reinforces the information provided before the recipient advances further pointed out that higher education institutions should lead in using the advantages and potential of new ICTs, ensuring quality and maintaining high standards of educational practices and results in a spirit of openness, fairness and international cooperation; new technologies open up opportunities for innovation in the content of courses and teaching methods, as well as expand access to higher education. Dabbing and Kitsantas, investigated the relationship between self-regulated learning and social media; they stated that since social interaction happens in the classroom, interaction happens in the media, and it helps students’ experience formal learning in an informal form of input. They describe the emergence of social media as a “highly self-motivated, autonomous and informal” way of learning. Dayna clarifies that the teacher is no longer the only source of content, and students can form their training in such a way that it meets the needs of their daily life. All of the above encourages the user to interact with information in English, read and write both formally and informally. The use of these methods can serve as a link to facilitate communication inside and outside the classroom. These devices can also be a powerful learning device. Khan, Ayes and Faheem in their descriptive study investigated the role of social networks in the development of English vocabulary at the university level. The sample consisted of 36 university teachers selected by random sampling. They came to the conclusion that the role of social networks is dominant in the development of English vocabulary language at the university level. The role of social networks in the development of English vocabulary is similar the brightness of the day, because social networks help English language learners to learn new words and phrases, as well improve their vocabulary. Social networks play a dominant role in English language learning, as they provide English language learners with opportunities to improve their writing, reading and, similarly, to read new texts and phrases to improve their vocabulary. Teachers have found that software tools can be extremely useful to meet the needs of English language learners. Unlimited access to academic, business and technical texts provides opportunities for improving students' fluency and understanding. You can use the text-to-speech software yourself or as a supplement to existing special-purpose programs.
Digital networks give English language learners the opportunity to choose when, where and how to study, and allow them to manage their own learning by focusing on the content instead of struggling with the mechanics of reading and letters in English. It is added that English language learners often have difficulty expressing their thoughts
and ideas clearly in writing. Kurzweil Educational Systems. A number of functions of Kurzweil 3000 make it easier to compose, edit and correct written work, including: converting selected text into a diagram as a starting point for writing, using word prediction to improve vocabulary selection and spelling, using a thesaurus to replace alternative words to make writing more interesting, using a dictionary and spell checking to facilitate proofreading, listening to what is written, work on correcting awkward sentences, missing words or incorrect tenses, and also contact to customizable lists to clarify the correct use of words that can lead to confusion, and homophones.
Purcell, Buchanan and Friedrich conducted a survey among 2,462 teachers of advanced training courses and national a project for writing texts. They found that digital technologies affect students' writing in many ways, and have also become useful tools for teaching writing to middle and high school students. These teachers see that the Internet and digital technologies, such as social networking sites, mobile phones and text messages, generally promote personal expression and creativity of teenagers, expand the audience for their written materials and encourage teenagers to write more often in more formats than it could have been in previous generations. Sapir, Rahman and Saliva in their study studied students' perception of the use of social networks in the process of teaching English at a higher educational institution in Indonesia. The results of this study show that the majority of students have demonstrated a positive attitude towards social networks and a willingness to use them in writing lessons. However, factors such as large classrooms, lack of Internet training, and lack of facilities may be possible barriers to using social media in the classroom.
What problems and difficulties do students specializing in English face when mastering writing skills? To answer this question, the researcher prepared a questionnaire and a preliminary test for students in both groups, which will be applied before the start of the study. The results of the survey showed that students believe that the reasons for weakness in writing are explained by the lack of motivation of students, insufficient time allocated to teaching, lack of practice and lack of feedback from teachers. The results of the preliminary testing showed that undergraduate students had several problems when writing EFL. They had language problems at the levels of morphology and syntax, and they could not remember the appropriate vocabulary units because they know a limited number, as well as ignorance of suitable words and word forms for self-expression. They revealed errors in word order, subject and verb agreement, tenses, pronouns, prepositions, articles, spelling and sentence structures. Moreover, the results revealed other problems with writing: language problems at the morphology and syntax levels, lack of ideas and errors in use, coherence and mechanical errors, that is, punctuation and capital letters, lack of several writing development skills, cognitive problems and organization – all this was a challenge for students and affected writing skills participants.
According to a previous review, relatively insufficient attention was paid to the impact of SRL technologies on academic achievement in academic writing programs in English in a mixed learning environment in higher education institutions. Academic writing, which mainly involves the development of a dissertation, requires complex cognitive processes, which requires effective development of learning strategies. Technology changes the process of writing EFL from paper to online and subsequently affects the development of cognitive strategies in writing. Thus, understanding technology mediation in SRL is crucial to better support students with effective SRL strategies. However, it is unclear whether changes in the use of technology will ultimately affect learning outcomes.
In higher education institutions in China, the poor quality of academic writing in English remains a problem among undergraduate students, despite the fact that they have completed at least 10 years of English language training after receiving primary education. For example, it is reported that students compromise complexity for the sake of accuracy in their writing. They tend to abuse basic vocabulary, such as public verbs (e.g. say, stay, talk) and indefinite nouns (e.g. people, things, society), and avoid using compound words or abusing compound words in their academic writing. In addition, excessive emphasis on accuracy in Chinese national academic English writing tests for non-English subjects in higher education institutions, such as the College English Test Group 4 (CET-4) and the Chinese English Test Group 6, reinforces this behavior. However, linguistic complexity is an important parameter by which the quality of English writing can be assessed. Among the various aspects of linguistic complexity, lexical complexity is crucial, as evidenced by a study by Csomay and Prades, who found that essays of higher quality among their participants were those that demonstrated a wider vocabulary. However, previous studies have rarely mentioned whether SRL technology effectively increases the lexical complexity of students' academic writing. Therefore, efforts should be focused on determining how technology-mediated SRL can help students create high-quality academic texts.
To address the issues mentioned above, this study compared the effects of Icourse and Icourse + Pigai-supported SRL on writing performance, lexical complexity, and perceived self-regulated learning strategies. The Small Private Open Course (SPOC) learning management platform provides enhanced access to authentic materials and provides online tests and discussion boards to support various academic subjects. However, improving EFL writing training requires enhanced access to learning materials and repeated practice of writing with corrective feedback. Pigai provides Automatic Writing Assessment (AWE) with instant feedback and revision suggestions for students, which can complement the needs of individual students in synchronous feedback, while reducing the burden on teachers. Combining Icourse and Pigai does not necessarily improve students' written performance and writing quality or increase learning efficiency. Since the combination of the use of technology is an additional burden and requires a higher cognitive load from students, the combination of the use of technology can lead to a decrease in student satisfaction with learning. Thus, research is needed to determine the impact of various technologies mediated by SRL on the academic performance and writing quality of EFL students.

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