The role of information technologies in the teaching process of the english language. Usmanova gulzada karimjanova

Review of literature 
The use of information technology has also reached the field of education. 
There are a lot of resources and tools which can be used for educational purposes. 
In General, the use of technology gives a new dimension and atmosphere to the 
students. It makes them excited and curious of the subject. The use of technology 
can also promote student’s motivation towards learning process. Roblyer [++] 
conveys several ways for technology to encourage students’ motivation. First is by 
getting their attention towards learning materials and exercises, especially through 
the visual and interactivity features of technology. Second is the automation or the 

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usage of artificial intelligence to support manual activity such as word correction 
and calculations. Third, technology can deliver good authentic illustration of the 
real-world to make students aware of the values and benefits that they will earn in 
the future from leaning the materials. Forth, technology encourage student to be 
more engaged in learning activities and proud of their works. Motivation is 
important in having student- centered learning. Student-centered learning refers to 
a learning activity which let students have more portions of control and role in 
leaning process. It makes them more independent, active, and autonomy. Harmer 
defines autonomy leaner as a student who has capability of taking their own way of 
learning by using their own resources and skills without teacher’s help[p.203]To 
do so, students need an amount of motivation. Technology could promote student’s 
motivation. However, teacher’s role is still needed here since internet is very 
resourceful. Students need guidance to explore and earn something positive from 
the internet. The guidance comes in many ways. The remaining of the paper will 
discuss several methods of using information technology to promote student-
centered learning in learning English and motivate them to be autonomy learners. 
According to Eachus and Cassidy (1999), “self-efficacy has repeatedly been 
reported as a major factor in understanding the frequency and success with which 
individuals use computers” [p. 2]. Significant increases in students’ ratings of 
perceived self-efficacy regarding technology integration were noted by Ertmer, et. 
Al. (2003). Numerous studies, summarized by Bialo and Sivin-Kachala (1996), 
revealed students are motivated to learn and feel more successful in school when 
using technology. Keeler (1996) also reported that students felt positive about 
using the computers. The results represented a positive attitude toward the use of 
the computer in the classroom, and students enjoyed having some instruction on 
computers.