UTILIZATION OF BLENDED LEARNING TECHNOLOGIES IN IMPROVING STUDENTS’ WRITING SKILLS: TECHNOLOGY INTEGRATION MODELS Solijon Azizov

Аннотация

INTRODUCTION the 21st century. Generally, education is a social In today’s global world, the content and volume of reality that continuously and organically directs a information continue to grow at an amazing rate, person (in the example of a pupil or student) resulting in a constant change in the skills and towards perfection based on the intersection of knowledge that future professionals will need in three-way (society, teacher and individual) https://www.theamericanjournals.com/index.php/tajssei 190 THE USA JOURNALS THE AMERICAN JOURNAL OF SOCIAL SCIENCE AND EDUCATION INNOVATIONS (ISSN- 2689-100X) VOLUME 06 ISSUE06 beneficial goals, and in the same process, the task to ensure communication between people. The of the teacher is to be able to successfully manage communicative function of language cannot be the whole process with a full sense of fulfilled without writing (National Encyclopedia of responsibility (Azizov, 2022a). In particular, we Uzbekistan, 2002). Today, to create the most are moving from the era of “universal schooling” to effective source of development of students’ the era of “lifelong learning”, that is, to the era of writing skills in a foreign language, it is necessary continuous learning to meet the demands of new to conduct gradual and detailed experimental contexts in the global world (Collins & Halverson, research (Polio, 2017). Agreeing with his opinion, 2009) which is impossible to imagine without we should note that we cannot say with full blended learning technologies. Generally, all confidence that it is possible to improve students’ teaching and learning processes in education are writing competence with the help of one or “blended” with technology in some way (Masie, another approach. Learning to write means not 2006). For example, in the context of modern only graphics and spelling, but first of all, learning education, terms such as “blended learning”, the activity of written speech, that is to say, the “hybrid learning”, and “flipped learning” are process of forming and expressing thoughts and, as frequently mentioned. Also, blended learning can a final result, polishing texts related to various be considered a hybrid format, in which online communicative speech genres and types of writing classes are supplemented with offline (auditory) (Tatarinova, 2005). Therefore, the improvement of forms of teaching (Zharina et al., 2021). Blending this type of speech activity of students as future effectively integrates offline and online learning English language specialists in higher education is according to educational needs and goals, creating directly related to its status as an educational goal an almost unlimited range of possibilities today and its inseparable integration with digital (Garrison, 2009). However, we should note that technologies. To tell the truth, it is worth noting the standard, universally accepted definition of the that teaching writing in foreign languages concept of “blended learning” has not yet been fully education has long been of secondary importance, developed, because the fact that this form of that is, writing has been mainly seen as (1) a means learning incorporates offline, online and of teaching other types of speech activity; (2) a independent forms and technologies creates means that enables foreign language learners to certain difficulties in creating its complete concept. better master the program language material; (3) a means of controlling the formation of speech As a productive type of speech activity, the role of skills and competences (Azizov, 2022c). writing in foreign language education is directly related to the many relevant opportunities it Blended, offline, online and independent creates. It is not for nothing that writing is learning recognized as the rarest source of the development Firstly, we should draw important conclusions of human intelligence, because the role of writing about the differences between blended, offline and written speech became important in the (auditory), online (distance) and independent process of polishing and further improving all forms of learning. For instance, the form of offline verbal thoughts, that is, ideas, which are called learning is limited by the traditional methods and time (Azizov, 2022b). In addition, although writing tools of teaching foreign languages, which cannot is a secondary, additional means of communication guarantee that all students in the audience have compared to spoken language, it has many mastered the educational materials in the same advantages. After all, the main task of language is https://www.theamericanjournals.com/index.php/tajssei 191 THE USA JOURNALS THE AMERICAN JOURNAL OF SOCIAL SCIENCE AND EDUCATION INNOVATIONS (ISSN- 2689-100X) VOLUME 06 ISSUE06 positive way. Secondly, online learning has its “mixed-mode instruction” (Andreeva et al., 2016). problems, which are mainly related to the form of In particular, according to the results of the educational impl