18
On the other hand, it is not only the presence of aptitude and awareness to become
the successful language users, however the assessment has changed as well; all these due
to the thoughtful of what evaluation is and how to assess efficiently has also changed - the
changing is in the nature of appraisal like whom, where, and when. It is well known that
the
simple mark, score or grade doesn't fully show the exact student's language ability.
(
https://cyberleninka.ru/article/n/innovative-ict-based-foreign-language-learning-
evaluation-techniques-assisted-learning-and-foreign-language-teaching
)
(7)
The most recent technique in foreign language teaching is Computer Assisted
Language Learning (CALL). Most professionals support the use of ICT in foreign
language learning for improving competence and efficiency of learning that can advance
in value of understanding and mastery of the language studied.
The use of Computer
Assisted-Learning language (CALL) has noticeably increased and the integration of ICT
in language learning are the two-side aspects which maintain each other, which can
persuade students in learning language and is able to create communication and improve
competence or self - learning.
Mastery of any modern language course has changed
and what we understand
about the nature of assessment has also changed under the influence of ICT and the
availability they offer. Changes in general education, not just in language education, also
have an impact on how we teach and learn a language and how we evaluate it.
The development of motivation of both teachers and students in the school
environment is a main challenge that we must meet in our educational practice. However,
we cannot miss the use of information and communication technologies (ICTs) in the
learning context of foreign language learning as cross-curricular content.
Therefore, while the approach, which is of keen concern in didactic areas related
to foreign language learning, is obviously communicative in nature, it should be pointed
out that such tasks will be adapted to the various elements
that affect our educational
practice.
Using ICT may cover the following purposes:
19
•
Integrate ICT’s in the learning process, as a key competence and contributing
to the acquisition of the target foreign language;
•
Use ICT’s in the classroom to work on information processing,
authentic
communication, and on the learner autonomy, as the builder of his or her own learning
process;
•
Give ICT’s a role to help young people be able to arrange, evaluate, and
decide on the
information that comes to them;
•
Challenge students with different types of supports and formats and,
therefore, a great variety of activities in which they pass from receivers to makers;
•
Bring students to the real contact with the target foreign language and users
(whether natives or not), by means of the electronic mail, "chats", "blogs", or spaces wiki;
•
Bring students to the cultural elements through
authentic and real-time
documents;
•
Attend the diversity of students, using the copious offer of interactive
exercises
available
on
the
web.
(
https://www.researchgate.net/post/How_can_ICT_be_used_to_improve_teaching_and_l
earning
)
(8)
For example, let us suppose a classroom situation in which the teacher puts forward
this
learning principle, “we must
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