Anguage and literature

Dilfuza DJUMAMBЕTOVA.
Ingliz tili stilistikasini o‘qitishda milliy-madaniy yondashuv 
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Oybek ESHBAYEV, Nasiba MULLADJANOVA. 
Effective use of synchronous & asynchronous 
communication tools in assessing speaking and writing
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Mahfuza TUYCHIYEVA. 
Adabiy ta’limda o‘quv materialini taqdim etish talablari 
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veb-sayt: www.tilvaadabiyot.uz
61
2021-yil 5-son
TIL VA ADABIYOT
TA’LIMI
ANGUAGE AND LITERATURE
TEACHING
L
Я
ПРЕПОДАВАНИЕ
ЗЫКА И ЛИТЕРАТУРЫ
Kichik tadqiqot
Oybek ESHBAYEV, 
Tashkent State University of Economics, business English teacher;
Nasiba MULLADJANOVA, 
Tashkent State University of Economics, ESP teacher
EFFECTIVE USE OF SYNCHRONOUS & ASYNCHRONOUS 
COMMUNICATION TOOLS IN ASSESSING SPEAKING AND WRITING
Assessing speaking.
 
In oral skill assessment, setting 
objectives becomes first. The pedagogically well-estab-
lished match between digital applications and speaking 
task types should be one of the most important objec-
tives while designing scoring rubrics and criteria must 
be another main objective. To find the best match, we 
have analyzed several well-known applications accord-
ing to three main criteria (availability, afforda bility and 
digital nature) that can well serve for our assessment 
methods. As a result of this analysis, a shortlist of better 
pedagogical apps included VoiceThread and Zoom. 
Our second objective is to design scoring rubrics and 
criteria. Three main speaking aspects must be taken 
into consideration of rubric design, which are fluency, 
accuracy and pronunciation. Fluency is a key aspect of 
language proficiency that helps speakers communicate 
with people easily and confidently. More advanced and 
effective measure of fluency was proposed by Baker 
Smemoe, Dewey, Bown, and Martinsen (2014), who 
included three main categories: cognitive fluency, per-
ceived fluency and utterance fluency. To define, cogni-
tive fluency is related to the case with which an inter-
locutor is able to create and produce speech while per-
ceived fluency refers to native-like judgements of how 
easily the learner produce speech. The third category, 
utterance fluency is closely related to the measurable 
aspects of learner speech, especially speech rate, hes-
itations and pausing.
Pronunciation. 
By using a rating scale, we can as-
sess learner pronunciation based on the recordings and 
rubrics which especially determine front rounded vow-
els, front unrounded vowels, back vowels and various 
difficult English consonants. A series of performance 
descriptions (e.g. native-like, somewhat native-like and 
non-native-like) might guide instructors to more accu-
rately and reliably assess their pronunciation.
Accuracy.
 
When we talk about accuracy, language 
quality and correctness come in assessment, evident-
ly, because speakers should create clear and effec-
tive explanations to the listeners. To do so, producing 
linguistically accurate explanations and reducing the 
number of mistakes in their performance become core 
requirements that we also should use in our assess-
ment. Meanwhile, grammar can also effect on the lan-
guage quality and listener comprehension. That is why 
we must consider grammar aspect of oral speech too.
Referring back to the proper integration of digital ap-
plications and speaking tasks, it can be proposed that 
picture-cued speaking tasks and oral presentation best 
fit into the digital nature of the chosen apps. Below is 
a detailed outline of how we can incorporate speaking 
tasks into digital tools.
Picture-cued tasks + Zoom + VoiceThread
One of the most effective ways to assess oral lan-
guage performance are picture-cued tasks that require 
students to describe a story or a series of events be-
hind the given pictures. In these tasks, test-takers can 
be brought into different communicative aspects of oral 
production such as expressing own opinion and pref-
erences, accomplishing a persuasive function, identify-
ing certain specific information, proper use of grammar 
and vocabulary. To avoid more complicated problems 
of scoring caused by opinions about these communi-
cative aspects, teachers and administrators can make 
measurable judgements for evaluating oral production 
based on the following:
 
Grammar
Vocabulary
Fluency
Accuracy
Pronunciation
Task response
It is possible to synthesize overall performance by 
attending the above mentioned factors and using au-
diotaped recording for multiple listening. Picture-cued 
tasks often accompany with questions below the pic-
tures which require main aspects of target grammar 
and language to be produced.
Perhaps, one of the most common trendy web-
based applications must be Zoom app, which can 
provide amazing live meetings for a group of people 
allowing them synchronous face-to-face conversation 
and assessment. However, as you have more and 
more meetings, the fatigue is really going to be set 
in and you will get just exhausted. In this case, voice 
threading is the greatest way to relieve stress. Taking 
full advantage of the relationship between Zoom and 
VoiceThread can make both formats work better be-
cause students can get stress-free time for speaking 
without distraction and own thoughtful peace. You can 

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62
e-mail: [e-mail]
2021-yil 5-son
TIL VA ADABIYOT
TA’LIMI
ANGUAGE AND LITERATURE
TEACHING
L
Я
ПРЕПОДАВАНИЕ
ЗЫКА И ЛИТЕРАТУРЫ
Kichik tadqiqot
design VoiceThread tasks for future, and past Zoom 
meetings open to peer assessment and feedback. Here 
is how the VoiceThread dashboard looks like (pictures 
1 and 2).
Picture 1
The following procedure: “