Introduction main part: The use of technology, specifically video chat and ict in efl

CONTENTS:

INTRODUCTION ………………………………………………………..……....2

MAIN PART:

1.The use of technology, specifically video chat and ICT in EFL …….…...…5

2.The importance of authentic materials in developing certain skills …...…..13

3.The brief information about B1 level students …………………..………...16

4.Use of Communication and Technology among Educational Professionals and Families ………………………………………………………………...……19

CONCLUSION ………………………………………………………………….26

GLOSSARY ……………………………………………………………..………28

REFERENCES ……………………………………………………..…………...30

INTRODUCTION

In Uzbekistan, the demand to learn a foreign language is increasing day by day and the study of foreign languages is of great importance in strengthening international relations and diplomatic relations. The role of literature in the process of language learning is unique. Through literary texts it is possible to study not only the language, but also the culture of other countries. As Shavkat Mirziyoyev said: Today we are laying the foundation for a new era of development in Uzbekistan. In this process, our closest assistants are teachers and mentors, scientific and creative intelligentsia. In his works named New Uzbekistan with a great future he reclaimed: If we fail to change the learning methodology in schools, neither will the quality of education transform.
Teaching in foreign languages ​​is conducted in 25 higher education institutions in Uzbekistan. In 2016, there were only 7 such institutions. Over the past 3 years, the number of applicants who have received a language certificate of international level has increased tenfold¹.
Technology use in the classroom is a heavily debated topic due to the lack of certainty regarding best practices as well as technology’s usefulness. In the past 20 years, the debates have grown due to the increased access students have to technology. With the incorporation of technology into the classroom, Presnky (2001) dissected the reality of content today. Prensky (2001) organized student content into two categories: legacy and future. Legacy content includes the traditional subjects: reading, writing, arithmetic, logic, history, etc. Prensky (2001) argued that aspects of the traditional subjects are still important, but not as important as they once were. He defined future content as digital and technological. Initially, the challenge with “legacy content” instruction involves the teacher’s desires to keep tradition (Presnky, 2001, p. 2).