Plan: introduction main

PLAN:


INTRODUCTION…………………...…………………………………….2 MAIN BODY
1. Blended learning and its definition…….……………………………..........…5 2. The importance of blended learning……....……………….............…...……12
3. Challanges of blended learning - new stage for teachers and students 18
CONCLUSION……………………….......………………….......……………..23 REFERENCES…………………………………………...….......…………..…26
INTRODUCTION


‘’In the end we can never be given knowledge by others; we can only be stimulated. We must develop our own knowledge’’.
-Charles T.Tart Professor of Psychology
The education process is a daily challenge for many students and teachers. Mostly, they are participants of a “game” where they assume different roles; for instance, EFL teachers must be facilitators who help students to go through different stages during the learning of a foreign Language (FL) and get the maware of the
importance of there sources around them to learn a foreign language. That is to say, there is not only printed material but also a wide range of technological resources, thanks to the invention of the Internet and technological devices used all over the world to complement Face-to-Face classes. These are virtual resources such as wikis, blogs, podcasts, emails, websites, video links, iPods, third screen devices, etc., which strengthen foreign language learning. However, the FL teacher must organize all the technological resources in a methodological way to make them work for students in their learning process. When introducing Blended Learning (BL) courses, it is important to consider, among other things, the students’ needs and preferences, their foreign language level,and educational background.Those aspects demand a clear model of Blended Learning.
In accordance with the Sh. Mirziyoyev decision¹ No. 312 dated May 19, 2021 "On measures to effectively organize the popularization of learning foreign languages", the Council of Ministers of the Republic of Karakalpakstan, regions and


¹ 312-сон 19.05.2021. Xorijiy tillarni o‘rganishni ommalashtirishni samarali tashkil etish chora-tadbirlari to‘g‘risida https://lex.uz/docs/-5431845
Tashkent city hokimities annually ) to provide the schools in ) with literature,


equipment, and modern information technologies necessary for teaching foreign languages. It should be determined that these funds will be kept in special accounts opened separately in the treasury and that these funds will be spent on the basis of targeted programs agreed with the Agency.


This paper displays an integrative perception of Blended Learning –how it is conceived from different research experiences– and presents some important considerations regarding this pedagogical model. It starts with some accounts for a Blended Learning model proposed by Khan (2005) comprised of 8 aspects: pedagogical, technological, interface design, institutional, ethical, resource support, management and evaluation. After defining what BL means and implies, we outline some previous research done in different countries regarding BL. Then, we provide some crucial aspects in BL. At the end, we draw some conclusions and reflect upon the implications and further research on Blended Learning in EFL.
Today, modern technologies are actively used in the educational process. The introduction of innovative methods makes the learning process more efficient. Modern research in the field of foreign language teaching shows that blended learning is of interest to practitioners. This article is devoted to the implementation of blended learning and flipped classroom. The authors come to conclusion that blended learning and flipped classroom are more effective ways of teaching. The authors analyze the advantages of these methods, which they have in comparison with traditional methods. Among these advantages, such positions are considered as increasing the contact time between the teacher and the student, increasing the degree of responsibility and autonomy of the student, a personalized approach to each student, the opportunity for each student to work in their individual path, more efficient use of student and teacher time, increasing the degree of creativity and
critical thinking of students, increasing student motivation, improvement of the situation in the audience, which becomes more friendly and comfortable, the possibility of higher concentration of attention.
The object of this research is research of blended learning in the foreign language teaching.
The subject of the research is a study of blended learning in the foreign language teaching.
The goal of the work is to present an overview of blended learning in the foreign language teaching.
The tasks of the investigation include:

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  to review general information about blended learning
  
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  to review using interactive methods of teaching blended learning lyceums; - to analyze the importance of interactive methods of teaching blended learning at academic lyceums;
  
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  to explain the roles and functions interactive methods of blended learning at academic lyceums;