Statement of intent literature review procedures and process

Table21. Post-test exam data 4”B”

Central tendency			Dispersion
Mean	Mode	Mean	Mode	Mean	Mode
22.7	21	22.7	21	22.7	21

Table 21 illustrates that the average mean score of the control group is 22.7. Because of its repetition for 4 times the score 21 is mode score. Median number is 23. The lowest score is 20 whereas the highest one 26. Range score is 7.

Table22. The SD (standard derivation) of Control group 4”B”

№	Name	Post-test	Mean	Difference	Difference squared
1	Elboyeva Kamola	23	22.7	-0.3	-0.09
2	Hamidov Begzod	24	22.7	-1.3	-1.69
3	Komilova Sevara	20	22.7	2.7	7.29
4	Mahamatova Mahmuda	24	22.7	-1.3	-1.69
5	Ma’rufjonova Mohira	25	22.7	-2.3	-5.29
6	Muhammadjonova Aziza	21	22.7	1.7	2.89
7	Muhddinova Maftuna	20	22.7	2.7	7.29
8	Ozodov Javohir	23	22.7	-0.3	-0.09
9	Raxatalieva Kamola	24	22.7	-1.3	-1.69
10	Tohirova Sarvinoz	21	22.7	1.7	2.89
11	Xolmo’minov Azizbek	25	22.7	-2.3	-5.29
12	Xusanova Muyassar	23	22.7	-0.3	-0.09
13	Xo’jamqulov Chingizxon	21	22.7	1.7	2.89
14	Shodmonov G’olib	26	22.7	-3.3	-10.89
15	Shomahmudova Shoira	21	22.7	1.7	2.89

Table23. The Pre and Post-test scores and Percentage of change for each group

Tests	Pre-test	Post-test	Difference between the scores	Percentage
	Mean	Mean
Experimental group	18.1	24	5.9	3.25
Control group	19	22.7	3.7	1.94

Finally, the testing cycle was ended with positive results of the experimental and control groups The experimental group`s result was higher, with the help of teaching their speaking skills through game technologies applied teaching methods, in comparison with control group, but also their attitudes also shifted towards speaking improving to positive side. According to the table, experimental group’s pre-test mean score was 18.1 and the post-test mean score was 24 and the difference between the scores was 5.9. The researcher achieved her goal with improving experimental group’s percentage to 3.25% with utilizing their speaking skills lessons. When it comes to control group, the group’s pre-test mean score was 19 which had been higher than experimental group and post-test mean score was 22.7. The difference between the pre and post-test scores was 3.7 and the percentage of the group was raised to 1.94% because the researcher used traditional way of teaching speaking with classroom textbooks, handouts and others.

5. 
   FINAL REFLECTIONS
   

This qualification paper developed a methodology for developing the skill of speaking in a foreign language on the basis of different game technologies. A number of restrictions, as seen in the analysis, have made game difficult to implement incorporated into English classrooms, especially in speaking classes. One of the key factors is that due to their heavy workload, teachers do not have the time or resources to create communicative instructional materials and events and teachers' heavy workload should be reduced. As a result, their working conditions should be changed.
The study also suggests that English teachers should be better planned. English is one of the main subjects of both primary and secondary schools. However, the available resources are insufficient to meet the demands of such a large program. Since there are so many pupils who need to learn English but not enough teachers, they are placed in large English classes, especially in public schools. As a result, English teaching is often confined to standard large-group instruction, where grammar takes precedence over oral skills like listening and speaking.
A reform of the current examination system is also needed. According to the results of this research paper, our schools place much too much emphasis on grammar-based tests and as a result, English teaching practices are influenced by the skills assessed in these exams, which are primarily grammar, vocabulary knowledge, translation and reading skills. Other language skills such as listening, speaking, and writing should be prioritized. More research on how to measure learners' listening and speaking skills in a teaching speaking setting should be done for this reason. It may be worth considering that large-scale summative tests should not be used as the sole criteria for selecting and placing pupils for future education. Formative exams, on the other hand, should be integrated into English education. Learners' speaking abilities can be better reflected in selection and placement instruments from this viewpoint. Similarly, such a reform will improve both teachers' and pupils' incentive to teach and learn English through games.
The results of this study confirmed that English teachers believe their concerns, questions and English teaching problems in EFL contexts are not adequately discussed. The study's participants discussed the drawbacks of teaching English as a foreign language. As a result, more emphasis should be placed on research that focuses on the unique characteristics of English learning and teaching in EFL settings.
Here are several suggestions to make this study more useful for teachers and researchers in order to enhance the teaching of speaking applying several game technologies in the future. First and foremost, the teacher must carefully prepare the lessons before implementing them in the classroom. It is critical to consider the correct procedures/steps for each technique by consulting expert theory. Second, since the lesson plan guides the teacher in implementing activities in the classroom, it is best if the practices in the lesson plan are synchronized with the implementation in the classroom. Third, by applying game technologies and methods to teach English, the teacher should accept and demand the use of target language in any classroom activity so that pupils are encouraged to use English as their primary mode of communication. Finally, given the limitations of this study, further research is needed to perform experimental studies on the best game practice for improving the speaking skills of school pupils especially young ones.

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8.