Analysis of B1 Students' Mastery of Phrasal Verbs Before and After the Use of ICT Erejepova Jamilya Uayisovna

Аннотация

The article is devoted to analyzing the effectiveness of using information and communication technologies (ICT) in teaching English phrasal verbs to B1-level students. The study presents the results of an experimental research in which the levels of phrasal verb proficiency in control and experimental groups were compared before and after the implementation of ICT in the learning process. The use of ICT contributed not only to a quantitative improvement in knowledge but also to qualitative changes in learning strategies. Increased motivation, activation of speech activity, development of contextual understanding skills, and enhancement of lexical and grammatical competence were observed. Keywords: Phrasal verbs, experimental learning, contextual understanding, digital resources, lexical and grammatical competence, motivation, speech activity. into blanks in short texts. Particular attention was paid Introduction: The analysis of the level of mastery of to students' ability to understand both literal and phrasal verbs before and after the use of information figurative meanings of phrasal verbs, as well as their and communication technologies (ICT) is a key stage in ability to adequately use these constructions in the experimental research. It allows not only for a relevant speech contexts. The test results served as a quantitative assessment of the effectiveness of ICT basis for further analysis of the development dynamics implementation in the learning process but also for the of skills in the process of using ICT in teaching. identification of qualitative changes in the speech practices of B1-level students. Final testing with a similar structure of tasks included checking the knowledge of phrasal verb meanings, The purpose of this article is to conduct a comparative their correct usage in context, and the ability to analysis of the knowledge and skills in using phrasal perceive phrasal verbs by ear in authentic speech verbs among students in the control and experimental situations. The test structure included tasks on groups at different stages of learning, as well as to matching phrasal verbs with their meanings, using interpret the obtained data from the perspective of phrasal verbs in various grammatical constructions, modern pedagogical and linguodidactic concepts. and writing short coherent texts with the obligatory METHODS inclusion of specified phrasal verbs. The goal of the final To conduct the analysis, diagnostic materials were testing was a comprehensive assessment of the developed, including: dynamics of the development of lexical-grammatical Initial testing on the knowledge of phrasal verb skills and communicative competence of students after meanings and the ability to use them in context was a the application of ICT in the learning process. comprehensive diagnostic aimed at identifying the Student surveys were conducted to identify their initial level of students’ proficiency with these language subjective feelings of progress, satisfaction with the elements. The test included several types of tasks: learning process, changes in their perception of phrasal selecting the correct meaning of a phrasal verb from verbs, and attitudes toward the use of ICT in multiple choices, composing sentences with given educational activities. The questionnaire was aimed at phrasal verbs, and inserting appropriate phrasal verbs assessing interest in learning English, perception of the International Journal of Pedagogics 78 https://theusajournals.com/index.php/ijp International Journal of Pedagogics (ISSN: 2771-2281) effectiveness of digital resources, and willingness to This indicated an insufficient level of development of continue learning using ICT. The results of the survey contextual analysis skills and superficial assimilation of provided a deeper understanding of the internal material, which required changes in teaching motivational changes in students and identified methodology towards more active use of possible directions for further improvement of communicative and cognitive approaches. teaching methods. At the end of the experimental period, final testing was Evaluation criteria included: conducted to determine the degree of knowledge and skill growth in the use of phrasal verbs among students • Accuracy in determining the meanings of in both groups. The test included an assessment of not phrasal verbs only lexical-grammatical accuracy but also the ability to • Correctness of their use in sentences integrate studied phrasal verbs into coherent oral and • Ability to perceive phrasal verbs in written statements. The results of the final testing authentic speech situations made it possible to objectively assess the impact of ICT • Level of motivation and engagement on the quality of mastering complex lexical units in English. The analysis was carried out comprehensively, covering both quantitative indicators (percentage of correct In the control group, which studied using traditional answers, average