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1 APRIL 2022
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ВОСПИТАНИЕ НОВОГО ПОКОЛЕНИЯ В ЭПОХУ ГЛОБАЛЬНОГО ПРЕОБРАЗОВАНИЯ
RAISING A NEW GENERATION IN ERA OF GLOBAL TRANSFORMATION •
1 APRIL 2022
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239
BLENDING FOREIGN LANGUAGE LEARNING TECHNOLOGIES IN LANGUAGE EDUCATION
S. Azizov
PhD student, Uzbekistan State World Languages University
Abstract.
The case of the COVID-19 pandemic has involved language teachers to bring together online
and offline learning platforms, technologies and tools to consolidate the quality and content of lessons
more firmly in practice than before. Therefore, in this article, the main principles and methods of blending
foreign language teaching technologies are illustrated based on the results of research and analyses on this
topic, using the example of improving students' writing skills in a foreign language, namely English.
Key words:
blended learning, writing skills, tertiary education, language education, technologies, online
platform, content.
Аннотация.
Пандемия COVID-19 заставила учителей иностранных языков объединить онлайн- и
офлайн-платформы, технологии и инструменты обучения, чтобы закрепить качество и содержание
уроков на практике более прочно, чем раньше. Поэтому в данной статье основные принципы и методы
комбинирования технологий обучения иностранному языку проиллюстрированы по результатам
исследований и анализа по данной теме на примере совершенствования навыков письма учащихся на
иностранном языке, а именно английском.
Ключевые слова:
смешанное обучение, навыки письма, высшее образование, языковое образование,
технологии, онлайн-платформа, контент.
As it is commonly known that technologies are utilized to enable both teachers and learners of foreign
languages (FL) to make progress in language education, the environment of foreign language teaching and
learning (FLTL) must be modernized with the help of up-to-date and effective technologies continuously.
Following that approach regularly leads to a gradual modernization of education, especially atmospheres
which are created at educational institutions simultaneously. Besides that, the future of the country, the
success of all areas and projects depends on people who are educated, modern-minded, masters of their
field. Therefore, in our country, special attention is paid to the development of education and human capital
[1]. Accordingly, blending technologies, means, and methods of FLTL plays an essential role in training
students in a way which is mentioned above. As for the term ‘blended learning’, it can be mentioned that
blended learning is an instructional delivery mode that teachers combine both face-to-face instruction and
online learning [2]. Actually, all teaching and learning is ‘blended’ with technologies in some way [6], so it
is impossible to conduct lessons without any learning technology in practice, where efficiency depends on
the implementation of FLTL technologies in the right place at the right time. In the following parts of the
article, all the analyses of blending FLTL technologies are illustrated in the example of improving students’
writing skills in English in higher education.
To begin with, categorization of blended learning systems [3] which is based on certain approaches helps
teachers of FLTL to create the environments successfully and comfortably for students in tertiary education.
First of all, ‘enabling’ approaches are applied to provide more flexibility, access, and convenience to learners
in various modalities. Thus, in the process of improving students’ writing skills, teachers of English as a
foreign language (EFL) can present study materials on both offline and online platforms connectedly and
continuously following a study plan of the lessons on this competence. Taking this factor into account, it
can be mentioned that social networking services (SNSs) can be utilized as the online platforms to conduct
lessons in a blended language teaching and learning environment (BLTLE), and it is advisory to implement
them into practice according to the topics on the writing skills.
Secondly, a BLTLE enables both teachers and students to broaden their perspectives about the process
of FLTL. Hence, the second category - ‘enhancing’ approaches instructs teachers of EFL to redesign the system
of teaching and improving the writing skills in tertiary education. For example, as a practical objective of the
research on this topic, it can be mentioned that tasks to consolidate the writing competence are assigned
to students in a blended form, namely that individual tasks are accomplished online, and discussions on
students’ strong and weak points are held offline at university. Besides, masterclasses on improving the
writing skills from various aspects, such as lexical, grammar, coherence and cohesive ones can be made
online additionally to increase the quality of the lessons.
Thirdly, the last category of blended learning systems which is ‘transforming’ approaches helps both
teachers of EFL and students to work collaboratively in practice to reach successful results during the
lessons of the writing skills. As for this category, the most important feature of this process is that language
learners, namely students are transformed from passive receivers of information to active co-constructors
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