The usage of educational technologies in teaching a dialogic conversation to the students of academic lyceums(in the example of B1 level) Content Introduction

The actuality of the course paper: "The usage of educational technologies in teaching a dialogic conversation to the students of academic lyceums " (in the example of B1 level).Many of today’s high-demand jobs were created in the last decade, according to the International Society for Technology in Education ISTE. As advances in technology drive globalization and digital transformation, teachers can help students acquire the necessary skills to succeed in the careers of the future. How important is technology in education? The COVID-19 pandemic is quickly demonstrating why online education should be a vital part of teaching and learning. By integrating technology into existing curricula, as opposed to using it solely as a crisis-management tool, teachers can harness online learning as a powerful educational tool.
The effective use of digital learning tools in classrooms can increase student engagement, help teachers improve their lesson plans, and facilitate personalized learning. It also helps students build essential 21st-century skills. Virtual classrooms, video, augmented reality AC, robots, and other technology tools can not only make class more lively, they can also create more inclusive learning environments that foster collaboration and inquisitiveness and enable teachers to collect data on student performance.Still, it’s important to note that technology is a tool used in education and not an end in itself. The promise of educational technology lies in what educators do with it and how it is used to best support their students’ needs.
The aim of the course paper: Dialogic teaching has been the subject of increasing discussion in the last few years and a number of writers have suggested it holds the greatest cognitive potential for pupils, whilst at the same time demanding the most of teachers.² Increasingly the term dialogic teaching is appearing in documents from the education community in England³. This suggests that dialogic teaching is a concept of growing importance in discussions of learning and teaching. In this paper, I draw together some common threads from recent discussions which advocate dialogic approaches to learning and teaching in classrooms with the help of modern technologies.
They should try to avoid confusion in the message due to faulty pronunciation, grammar, or vocabulary, and to observe the social and cultural rules that apply in each communication situation. To this relation, it is worth voting to what Nunan believes, which particularly dealing with teaching speaking. In his perception, to teach speaking can be defined as to teach the students to:
- Produce the English speech sound and sound patterns
- Use words and sentences stress, intonation patterns, and the rhythm of the second language
- Select the appropriate words and sentences according to the proper social setting, audience, situation and subject matter
- Organize their thoughts in a meaningful and logical sequence
- Use language as a mean of expressing values and judgments
- Use the language quickly and confidently with few unnatural pauses, which is called as fluency⁴. To help the students in developing communicative efficiency in speaking, teachers can use a balanced activities approach which combines language input, structured output, and communicative output. First, Language input comes in the form of teacher talk, listening activities, reading passages, and the language in which the students hear and read outside the class. It gives learners the material they need to begin producing language themselves. Language input may be content oriented or form oriented. Second, structured output focuses on correct form. In structured output, students may have options for responses, but all of the options require them to use the specific form or structure that the teacher has just introduced.
The practical value of the course paper: Technology is central to many sectors of society and its integration into the education process has great promise for student learning. With technology, one can expect increased efficiency and effectiveness on both the part of teachers and students. Technology can also prompt pedagogical change and address issues that affect learning, teaching and social organization. Technology can therefore be seen as both a tool and a catalyst for change.