Course paper on the theme «The role of ict in the development of dialogic speech in secondary school students» done by: 3rd course student of the English language and literature department Turayeva Gulnoza

Conclusion
This research project replicated the studies of Jondeya, Putri, Defrioka, Ratnasari, and Rini in which they used information gap activities to provide the practice of spoken English in a motivating and fun way and it contributed to meaningful real-world communication with a semi-controlled technique. Furthermore, in Chile, the students’ performance in speaking activities tend to present poor results and the abovementioned studies proved to be pertinent within the context of this action research study. Therefore, the participants chosen for this study were 23 eighth graders from a high school in southern Chile. These types of students seemed to need more spoken English input to achieve and refine their oral fluency production and, according to preliminary suppositions, the use of information gap activities was going to improve the students’ oral fluency by the end of the intervention. Subsequently, the results of the pre-test and post-test showed that the students had an improvement in their oral fluency. Additionally, this intervention helped most of the young learners to increase their positive attitude towards speaking activities by using information gap activities according to what they expressed in the focus group. Both of the previously mentioned aspects responded to the main objective of this action research. Furthermore, these kinds of tasks could be useful for students who tend to feel overwhelmed, lost, and frustrated with speaking activities because of their poor performance within similar contexts. To sum up, EFL teachers may eventually find support and relief in their teaching practice with the benefits that information gap activities can cater for their learners, as it is an advisable technique to motivate and provide interesting material for speaking activities.
The aim of the study was to determine the impact of information gap activities on young EFL learners’ oral fluency. Students practiced this technique within a period of 10 lessons in 10 weeks.
Seventy-two studies were identified and analysed after following the criteria for undertaking a systematic scoping review. The characteristics of these studies were considered and discussed in relation to two thematic research questions: i) in what ways does research suggest that use of digital technologies enhance productive classroom dialogue? ii) what challenges are reported that may impact on the successful use of digital technology to support dialogic teaching and learning? The purpose was both to map peer-reviewed research and to identify opportunities and challenges in using digital technologies to enhance productive classroom dialogue. This discussion first highlights issues arising from the high-level characteristics of existing research; we then widen the discussion to consider issues of interest arising from the themes and sub-themes for the research questions, indicating how the scoping review may be a stimulus for further thinking.
At the outset, we need to consider the nature of the search process and its relationship to two broader findings that may seem curious. The largest proportion of studies were in science education; this may be related to substantial interest on argumentation and reasoning in science enquiry, leading researchers to explore the dialogue/technology interface in this curriculum subject. Additionally, and somewhat surprisingly, the search strategy captured only a limited number of studies from the Americas. This may relate to the fact a number of identified studies focused on quite a limited range of technologies e.g. the 17 relating to the IWB and the preponderance of such research will have skewed the results to focus on countries where these technologies were most enthusiastically adopted.
It is interesting that many digital technologies used in educational settings are initially developed for other purposes, rather than for education-specific activities. Thus, it is notable that a number of included studies are based on technology designed by researchers e.g. CSILE/Knowledge Forum or developed especially for the education sector.