English philology department turgunova Nozima Abdulaziz qizi

Literature Review
The importance of user experience in understanding how technology may be utilised successfully has grown throughout time. Today, a large number of interactive technology businesses openly display on their websites their dedication to experience-based design (John McCarthy, Peter Wright 2004). Technology is viewed as an independent entity in modern culture, according to Michael W. Apple (1991). It is treated differently and seen as though it had a separate existence from societal aims, power, and privilege. In schools and elsewhere, we analyse technology as if it were a dynamic force that was continually transforming our lives. It is true that concentrating on what is changing might cause us to forget to enquire about the connections that aren't changing. Niya John (2018) also revealed that technology affects people all over the world in both positive and negative ways. Advances in technology have made our countries safer and our lives easier, but they have also brought us cyber warfare, hackers, identity theft, cyber stalking, and a host of other bad things. Technology has brought us online banking, smart cars, smart TVs, lightning fast computers, and the virtual reality. Various researches have been conducted that latest insights suggest that modern students prefer to use technology and that their learning is impacted positively when they use technology. This is likely due to the increased interactivity and use of modern equipment technology. When they are aided by technology, they find it more interactive and full of interesting areas (R. Raja, P. C. Nagasubramani 2018). Education is not isolated from this development as technology facilitates educational practices for both teachers and students. Raja & Nagasubramani highlighted the importance of modern technology in terms of its embedment in the school curriculum, a mechanism of assisting with instruction, and a tool to improve the overall learning process. Nowadays, instructors' teaching strategies and technologies have developed from conventional methods and technologies to the most advanced ones. We should learn about computer and its related technology. Technology is a gift from God that helps us progress and advance in our capabilities. It has been the mother of many great achievements in civilizations, arts, and sciences. In our modern world, technology is growing at a fast pace. If we do not have the knowledge of computer technology, we will not be able to compete in the future. We should learn about computers and related technologies (Piyush Mohan 2011). Technology has certainly changed the way we live. It has played an important role in every sphere of life. Several manual tasks can be automated, thanks to technology. Also, many complex and critical processes can be carried out with ease and greater efficiency with the help of modern technology. Technology has revolutionized the field of education, making it easier and more convenient for people to learn (Dr. Bhawna Sangeet Yadav 2019). Effectiveness is different in that it's a measure of how well we learn and remember that information. Rina Kumari and Harbans Lal stated that traditional educational settings rely on technology to help students learn new material and skills while also enhancing efficiency and effectiveness. It's necessary to define a few terms before going into the specifics of this claim. Efficiency is how quickly we gather information. Effectiveness is different in that it's a measure of how well we learn and remember that information.
Learning can be exciting and immersive thanks to technology. Technology offers students options for independent action, autonomous interaction, privacy, and a secure setting for making corrections and giving specific feedback. The machine's feedback offers further value by keeping track of faults and instantly connecting pupils with workouts that concentrate on certain mistakes. Recent studies have demonstrated the value of qualitative feedback in software. The value of technology is further enhanced when explanations, extra resources, and references are made available via links. (2014) Maryam Bahadorfar and Reza Omidvar.Speaking is defined as an interactive process of constructing meaning that involves producing, receiving and processing information. Its form and meaning are dependent on the context in which it occurs, the participants, and the purposes of speaking (Burns & Joyce, 1997).The ability to speak a language fluently, correctly, and in a way that is appropriate to the situation is known as speaking. This study defines speaking ability as students' ability to express themselves orally in a way that is coherent, fluent, and appropriate to the context, using the correct pronunciation, grammar, and vocabulary of the language, and following the pragmatic and discourse rules of speaking (Prof. Dr. Aida Abd El Maksoud Zaher, Shaimaa Abd El Fattah Torky 2006) Two main approaches to defining speaking are the bottom-up and top down approach. Bygate (1987: 5-6) points out that the bottom up view traditionally focuses on motor perceptive skills. Speaking is the production of auditory signals designed to produceverbal responses from a listener. It is a systematic combination of sounds that form meaningful utterances. The bottom-up approach to teaching speaking suggests that we should start with teaching the smallest units, sounds, and move through mastery of words and sentences to discourse. (Cornbleet and Carter 2001)
Bygate (1998: 23) proposes an alternative definition of speaking that focuses on interactional skills, or the ability to make decisions about communication. This perspective is known as the top-down view of speaking. It was argued that a speech is a talk that is given to an audience. It can be either informal or formal. When you give a speech, you are able to express your thoughts and opinions to a group of people. There are many different types of speeches that can be given in many different environments. It was argued that the purpose of speaking can be either transactional or interactional. Apparently, there are some differences between the spoken language used in both transactional and interactional discourse.
In transactional discourse, language is used primarily for communicating information. The language used in this context is focused on conveying the message, rather than taking into account the listener (Nunan 1989). Clearly, it is important that the message is communicated accurately and coherently in this type of interaction, as well as confirmation that the message has been understood. Examples of language being used primarily for a transactional purpose are news broadcasts, descriptions, narrations and instructions (Richard 1990). Basturkmen (2002) stated that the purpose of speaking is to communicate information to others, which tends to be done in an organized manner using linguistic devices.
Rivers's 1968 publication is a comprehensive and practical text that has become a standard reference for both student teachers and veteran instructors. The new edition welcomes all who wish to draw from the most recent thinking in the field. After discussing matters such as keeping students of differing abilities active, evaluating textbooks, using language labs creatively, and preparing effective exercises and drills, the methodology is appraised. The authors conclude each chapter in the new edition with research and discussion questions—a useful classroom tool—and provide an up-to-date bibliography that helps to further understanding issues such as bilingual classrooms.
The purpose of learning a foreign language is to learn to communicate in the target language. For foreign language educators, cultivating learners' intercultural communicative competence means knowing how to teach foreign cultures. Cultural teaching in foreign language education is a problem that language teachers in all universities and colleges in the world are grappling with. Language is one of the most important carriers of culture, and it is also the embodiment of culture (Li Sun 2013).
Being able to communicate fluently in a foreign language is a primary goal for many language learners. However, oral English teaching in the Chinese classroom does not seem to play an important role. There are many reasons: written language has a higher status, exam-oriented teaching (written language), textbooks (mainly written language), and insufficient oral language teaching knowledge (Heini-Marja Pakula 2019).
In addition, teaching speaking requires planning activities so that learners not only practice speaking, but also focus on important language elements that can improve accuracy. Based on a large body of research, this chapter discusses the key dimensions of oral language instruction that develop fluency, accuracy, and complexity in language learners and guide how they manage their cognitive and emotional learning processes in a holistic manner (Christine Goh 2016). Schmidt (1995) put forward another point of view in support of explicit language teaching, which is to focus on form. Therefore, language first requires attention in order to be acquired. In other words, when language learners notice something, they are more likely to pick it up if they encounter it again. The literature supports the hypothesis that all learning requires attention. Learners need to pay attention to input, paying special attention to whatever aspect of input (phonetics, morphology, pragmatics, discourse, etc.) you care about learning (Schmidt, 1995).
Many students believe that understanding a language is equivalent to being able to speak it, and as a result, they consider learning a language as learning how to speak it. Nunan (1991) asserts that the capacity to carry on a conversation in the (target) language is a key indicator of language acquisition success. As a result, if language learners are not exposed to speaking opportunities or are not given the chance to speak in class, they may rapidly lose interest and enthusiasm. In EFL settings where English learners have limited opportunities to communicate English, this issue is prevalent. In actuality, EFL language students are only able to engage in a small number of speaking activities in the classroom. In the article is stated that speaking is one of the skills that students must master in learning English. Speaking is an important tool for communication. In the classroom, improving students' oral expression ability has always been a concern of people. In the fast-moving 21st century, various innovative technologies are being introduced into the classroom to teach speaking skills. Technology is a tool to enter this modern world. Today, technology is not only used in communication, trade and transaction process, but also widely used in the field of education. Technological tools have been seen as a way to help students improve their language skills, such as speaking skills. The Internet, podcasts, video conferencing, video, and speech recognition software are considered the best tools for teaching speaking skills. This article aims to discuss some of the modern techniques available to English teachers today to improve the speaking skills of second or foreign language learners (Maryam Bahadorfar, Reza Omidvar, 2014).
This article describes the techniques used in oral English teaching and their impact on students' learning of spoken English. Phenomenology was used to collect data from three focus group discussions (FGDs) with a total of 21 participants from junior, sophomore and senior students of the University of Southern Mindanao, Kidapawan City Campus, and Filipino language classes. The results show that students are taught to speak English using today's technology, such as video conferencing, email correspondence, social media interactions and real-time practical hosting and stage presentations by students in authentic academic and professional situations. Additionally, research findings suggest that these techniques in speaking instruction can build rapport, increase fluency and accuracy, ease anxiety and worry, and build confidence among students. Clearly, researchers have found that the technology used in the teaching of oral language can be aligned with the communicative teaching style, allowing students to express themselves in a proficient and effective communicative manner (Rowena V Sosas, 2021). The article examines the issues of integrating technology into language teaching and its role in improving speaking and listening skills in EFL classrooms. The importance of technological tools and some practical implementations of using them to improve learners' listening and speaking skills are introduced (Khaydarova Nigina Ganiyevna, Barnayev Zarif Sharifovich, 2021). The study aims to study how mobile phones are used in oral English teaching in cross-cultural education? Is the use of mobile phones effective in teaching spoken language in intercultural education? Intercultural competence can be seen in oral language instruction, as students must verbally express their thoughts and opinions. Therefore, oral ability will be strongly supported by intercultural education. For this, technology-based media such as mobile phones need to be used in oral English teaching to make it easier and more fun. Over the past decade, multiple studies have attempted to identify the use of technology in education; however, the use of mobile phones to teach spoken language in cross-cultural education has not been widely discussed in the university context. The research was an explanatory sequential mixed methods study. The research tools are observations, questionnaires and tests (Titi Rokhayati, Ana Widiyanti, 2022).
As Url said, speaking includes all other language skills. means to speak “The process of making and sharing meaning through verbal and non-verbal use symbol in different contexts". Speaking is an important part of learning a second language. Education is the art of communication and one of the four productivity skills to master. Learn a foreign language (Fayazoya, 2018). Speaking a language is especially difficult for people learning a foreign language. Because effective oral communication requires the use of technology. Correct language in social interactions. Good speech is action Create words that listeners can understand. According to Brown and Yule, speaking is a skill that students value more in real-life situations.It is an important part of everyday communication and is usually a person's first impression. It is based on the ability to speak freely and fully (Elmurodova, 2020). Teachers are responsible for preparing students to speak as much as possible in English in the real world outside the classroom. Used by teachers in the preparatory stage the tape recorder as a technological device for teaching later developing students telecommunications laboratory.There is a mushrooming body of research about how speaking is taught to students especially using the English language. This is because of the knowledge that teachers resourceful as they are resorting to different strategies, techniques and approaches in developing and shaping the speaking skill of students. They use various ways and implement different methodologies in developing student’s communicative competence. They design courses to help students find English learning more enjoyable for them to develop a better attitude (Noom-ura, 2008). Various researches have been conducted to find out which approaches and strategies are the best and more effective in developing communicative competence. Koşar (2019) determined the significant difference in speaking performances of students being taught by native and non-native English speakers. Some even recommended knowledge and practice in developing speaking skills after a research study. Murad and Smadi (2009) recommended that teachers may adopt task-based language teaching principles and procedures in their classroom practices within and pre-service training programs to develop teachers’ ability to use task-based language teaching when designing and executing lesson plans. Yüzlü and Derin (2020) examined the impact of the use of L1 on the EFL learners’ L2 speaking skills as well as their perceptions of L1 use in fostering oral production in L2. Some conducted research on effectivity of a strategy used in developing communicative competence. Qing (2011) stated that role play is a very valuable method to help learners to interact and provide them an opportunity to practice in the target language context. It further suggested the application of role plays to increase student's intercultural awareness and to help them develop overall communicative competence. More so, Aliakbari and Jamalvandi (2010) stated that role play is a praised technique in task-based language teaching which has a positive effect on students' speaking skills. Besides, utilizing technology in teaching methods is a fundamental practice in teaching EFL, where it is available and accessible. Suggestions to incorporate the use of technology in teaching speaking have been stated. The use of CMC (computer-mediated communication) in teaching pronunciation and conversation is put forward to improve students' oral skills (Hong, 2006). With the technology used in teaching language skills, McDougald (2009) also revealed that ICT is definitely a complement to conventional teaching, especially when developing reading, writing and listening skills in English. The use of technology in teaching speaking is one of the changes in how languages are taught in school which focuses on the use of language communication rather than just passing the examination (Thao, 2003). Besides, Bahadorfar and Omidvar (2014) also stated that technological tools like the internet, podcasts, video conferencing, videos, and speech recognition software are considered the best tools for teaching speaking skills and using such tools have been regarded as ways of helping students improve language skills. Moreover, Huang and Hung (2010) also state that an e-portfolio is a technology that allows students to have lexical richness in speaking in which learners benefit from their oral performances. Using such technology in teaching speaking is immensely acceptable by students. Similarly, the internet, podcasts, video conferencing, videos and speech recognition software, TELL, blogging is considered to be some of the best tools for teaching speaking skills (Parveen, 2016). Using these technologies has become the mode of communication of instructors and students for the present day which implies that technology is needed to get into the modernized world. In teaching English language process of integration is realized, it shows, first of all, that mastering of various aspects of language, its phonetics, grammar, lexicon occurs not separately as certain discrete components of language, but is also integrated. Pupils seize and acquire them during carrying out of speech actions which realization can demand the use of a word, word forms, a word-combination, super phrase unity and, at last, the text, caused by situations of intercourse.the given specific principle of teaching the English language it is possible to formulate rules, their observance will help the teacher to realize this principle.
Technology has become an additional tool for teaching in enhancing their students’ speaking competence. The utilization of technology in teaching speaking has become an essential practice particularly in teaching English as a foreign language (Hong, 2006). It stated that computer-mediated communication in teaching pronunciation and conversation is initially focused to improve students’ oral performance. Speech laboratory is also of great importance in teaching speaking and speech articulation along with many technological tools of today (Margret, 2010). In addition, video applications for conferencing are also considered an essential computer-mediated communication tool in promoting speaking fluency and accuracy. It caters to social interaction purposes and it serves as oral reinforcement of both language fluency, accuracy and course contents outside of classroom settings (Romaña Correa, 2015). In like manner, digital storytelling is one powerful technology tool for teaching speaking. It integrates computer technologies and the art of storytelling in which graphic designs such as texts, images, and audio are combined making it into a creative media of storytelling. More so, digital storytelling in the classroom has enhanced and developed students in English speaking skills for it allows students to story-tell using their own words and voice (Somdee and Suppasetseree, 2013). Cartoons on television and other digital platforms also enhance students’ speaking skill.
Cartoons provide audio and visuals, to attract attention, therefore, develop students' motivation towards the learning of speaking (Fata & Wahyuni, 2016). Also, using Information Communication Technology (ICT) enhances speaking skill, motivation and oral performances (Idayani & Sailun, 2017). It has a huge and significant impact on students learning effectiveness in which students claim to have their speaking ability, knowledge and creativity enhanced. The use of multimedia as learning material as one of the ICT technologies was recorded as significantly effective in honing student’s ability to speak in English (Ampa, Rasyid, and Rahman, 2013). Video blogging is effective as it promotes students’ learning motivation (Rakhmanina and Kusumaningrum, 2017). In like manner, Smartphone overcomes speaking anxiety Machmud and Abdulah (2017) that groups of students with high and low anxiety obtained higher score when they are taught using Smartphone compared to their score when they are taught using a conventional model of teaching of speaking. Further, Akkara, Anumula and Mallampalli (2020) described that there is a significant difference in the speaking ability of students when taught speaking using technology such as WhatsApp interaction. Using technology in teaching speaking with the experimental group has a larger significance in English fluency compared to the other group taught to speak in English using the traditional method. In addition, Rodrigues and Vethamani (2015) find out that there is greater language proficiency and stronger self-confidence amongst learners of English as a second language as they develop their speaking skills. Using technology in teaching speaking brings a number of positive results on the part of the learners. Goh (2016) stated that technology in teaching speaking develops language fluency, accuracy and complexity. As well, Akkara, Anumula and Mallampalli (2020) stated that using technology in teaching speaking improves students’ speaking fluency and coherence, lexical resource, grammatical range and accuracy and pronunciation. More so, technology in teaching speaking improves students' speaking skills and employing such has a positive impact on learners speaking skills, fluency, and pronunciation. It also overcomes students' speaking difficulty (Hamad, Metwally & Alfaruque, 2019).
The study investigates how students are taught to speak in English by their instructors. Specifically, it aimed to answer the following questions: 1. How students are taught to speak in English? 2. How it helped enhance speaking competence?