Education of the republic of uzbekistan the regional center for retraining and professional development of pedagogical personnel under

 
CONTENTS 
 
INTRODUCTION 
………………………………………………… 06-08 
MAIN BODY: 
I. Chapter. Theoretical basis of the approach 
1.1.
Wikis and blogs in foreign language learning from 
the perspectives of learners
…………………………………... 
09-14 
1.2. 
Wikis in language teaching 
………………………………....... 
14-15 
1.3. How to start using a wiki with learners 
…………………...… 
15-17 
 
II. Chapter. Research on the use of blogs in EFL learning 
...........
 
18-19
 
2.1. Interaction and communication skills 
…………………...… 
20-21 
2.2. Basic language skills 
…………………………………...…….. 
21-26 
 
III. Chapter. Practical basis of the approach 
3.1. Motivation, perceptions, and attitudes 
……………………... 
27-28 
3.2. Autonomous learning and learning space ……………………... 
29-29 
3.3. Using blogs for language teaching …………………….………
30-37 
3.4. Classification of the Literature 
………………….………… 37-38 
3.5. The impact of using social media on writing skills 
.……. … 
39-39 
3.6. Practice Teaching in class 
…………………………….…..… 
40-40 
CONCLUSION 
………………………………………………... 
41-45 
APPENDIX
………………………………………………... 
46-47 
REFERENCES
………………………………………………... 
48-50 

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6 
INTRODUCTION 
We have adopted the Higher Education System
Development Program for 2017-2021 and are
committed to addressing the challenges in this
area and bringing the higher education system
to a new level.
Sh. M. Mirziyoyev 
The importance of creating learner and learning-centered environments in 
foreign language learning has been emphasized in various academic circles. These 
environments are expected to help learners as well as teachers interact with each 
other in real-life-like and meaningful manner. Rapidly growing information and 
communication technologies provide us with opportunities to create such 
environments, which have a strong potential for social interactivity.
The President of the Republic of Uzbekistan, Sh.M.Mirziyoev, we should 
create the necessary conditions for the youth to acquire deep knowledge and modern 
professions and train a highly qualified workforce, young specialists capable of 
taking on responsibility for the future and further development of the country
1
. In 
addition, our President states that in the system of education we attach a great 
importance to teaching students not merely liberal arts and vocational skills, but also 
required learning of foreign languages
2
. 
Moreover, according to the Resolution №1875 signed by the first President 
I.A.Karimov of the Republic of Uzbekistan on December,10, 2012, “About the 
measures on further development of foreign language teaching and learning 
system”
3
, as well as according to our president Sh. M. Mirziyoyev’s strategies the 
main goal of teaching English has become to encourage students to use the target 
1
Mirziyoyev Sh. M. Erkin va farovon demokratik Ozbekiston davlatini birgalikda barpo etamiz. O`zbekiston 
Respublikasi Prezidenti lavozimiga kirishish tantanali marosimiga bag`ishlangan Oliy Majlis palatasining qo`shma 
majlisidagi nutq. – Toshkent: “O`zbekiston”. 2016 
2
Jalolov J., Makhkamova G., Ashurov Sh. English Language Teaching Methodology, Tashkent-2015 
3
Karimov I.A. Presidential Decree №1875, About the measures on further development of foreign language teaching 
and learning system, 2012

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7 
language in their life and develop their communicative skills, competency and 
culture using different effective innovative ways of teaching English.
Using communicative language teaching or the communicative approach 
emphasizes interaction as both the means and the ultimate goal of study. 
Communicative activities include any activities that encourage and require a learner 
to speak with and listen to other learners. Moreover, these activities have real 
purposes: to find information, break down barriers, talk about self, and learn about 
the culture. Thus, students' motivation to learn comes from their desire to 
communicate in meaningful ways about meaningful topics and the teachers in 
communicative classrooms will find themselves talking less, listening more, and 
becoming active facilitators of their students' learning.