Использование web 2.0 для улучшения преподавания английского языка и опыта изучения в классах

Аннотация

Ключевые слова: Успешная технология успешно применяется уже много Web 2.0, лет. Многие студенты ESL воспользовались этим, чтобы ESL, научиться бегло говорить. Педагоги ESL теперь обучение, интегрируют Web 2.0 в классы. Согласно О’Рейли (2005), обучение, иностранные языки, такой тип технологии улучшает взаимодействие с технологии. конечным пользователем. Поэтому, преподаватели используют Web 2.0 и «движок», основанный на блогах, вики и подкастах, со множеством возможностей для учащихся. Web 2.0 предлагает студентам различные виды деятельности, которые улучшают их обучение, и в то же время мотивируют их. Электроинструменты повсеместно распространены в Web 2.0 и дополняют процесс обучения, предоставляя студентам ESL альтернативу работе с технологиями, с которыми они знакомы. To understand the concept of how Web 2.0 improves teaching and learning in the ESL classroom, it is important that everyone understands the evolution of CALL. The following article introduces various aspects of working with Web 2.0 and ESL. In addition, every teacher and student should understand and participate in what counts as the core of educational Web 2.0, namely blogs, wikis, and podcasts. Digital Native’s need for sharing and connectivity is especially needed, and social media has played an important role. But social media and microblogging are the tools you need to learn English today. Finally, Web 2.0 technologies continue to offer exciting new tools for both foreign language teachers and learners. Some of these tools combine the flexibility of combining video and text with a 3D image and are essential to grab the reader’s attention. 362 Жамият ва инновациялар – Общество и инновации – Society and innovations Special Issue – 10 (2021) / ISSN 2181-1415 At ESL, technology integration has become important, and the integration of computer-assisted language learning (CALL) has played an important role in improving the quality of teaching and learning in the classroom. This is due to the constant presence of CALL in academia, and it focuses on technology (HUBBARD & LEVY, 2006). According to Levy (1997), CALL is defined as the use of a computer in the teaching and learning of languages. He argues that this is an evolution of a strategy that was once called computer- assisted learning (CAI) and technology for advanced language learning (TELL). The use of CALL in ESL has moved away from the behavioral CALL, which was a subcomponent of CAI in the 1950s and 60s. Behavioral CALL focused on repetition and language exercises with grammar explanations and translation tests. This is a good thing to remember as it is not a very convenient strategy and boring for ESL learners. Then, after the cognitive theory of the 1970s and 1980s, there was a call for communication. Cognitive theorists see learning as a process of discovery, expression, and development. This strategy focuses on computer-based activities rather than using the form itself. The use of text reconstruction procedures and stimuli provides ESL students with the experience of working individually or in pairs. Finally, integrated CALL appeared in the 1990s based on social cognitive perspectives and concerns about the use of language in real social environments. This opens the door to a more diverse use of student-centric ESL technology. The integration in the teaching process began to use task-based projects, project-based methods, and content-based methods. Today, thanks to CALL, Second Language (L2) learners have become active participants and language explorers. Students also recognize that in order to perform some tasks, they need to use a variety of tools to help them learn L2 easily and effectively (YBARRA & GREEN, 2003). Educators, on the other hand, understood that not only was the source of linguistic information, but training in new technologies was needed to use multimedia properly and accurately. The strategy of using Web 2.0 in ESL has motivated students who need to empower their personality and sociocultural aspects over a period of time in order to develop fluency. As for the instructor, it gave power tools and novelties to enhance the teaching and learning experience. The ESL instructor can now create content and share it with everyone in the classroom. Use virtual disk drives to facilitate collaboration between learners from different perspectives and move away from traditional classroom settings. ESL instructors have begun to recognize the classroom environment as a mixed learning environment that allows learners to be in the classroom at the same time as they are at a distance. To improve the teaching and learning experience, educators need to create an atmosphere that is comfortable for learners who are digital natives. Many second language (L2) learners are part of a generation that Prensky (2001) described as “digital natives”. These learners process information differently and the education system does not fit their needs. To be successful in the classroom, ESL lear