Uzbekistan state university of world languages khamidova feruza abdujambulqizi the importance of media materials in teaching students to speak in a continuing

For the first group, we utilized several types of activities with media materials which all of these activities belong to improve speaking skill. Teachers of English are feeling the need to adapt their language teaching methods as the popularity of English grows day by day and globally. By the help of using media materials in the process of the English lesson, a favorable English atmosphere has created for reforming and resolving speaking difficulties.
There are a variety of reasons why students hesitate to speak, as we all know. Because the English word order differs from that of Uzbek. They don't believe themselves, on the other hand, thus teachers should encourage students to speak spontaneously by employing academic jargon. Furthermore, the teacher should use a variety of technology during the lesson. Because if the teacher incorporates such elements into the teaching, the lesson will be more effective. Furthermore, technology helps teachers to personalize education, allowing pupils to learn and develop at their own pace in a non-threatening atmosphere; communication is an important aspect of both individual and institutional life. Learning to communicate in this way is analogous to learning to ride a bike or play an instrument. Despite the fact that it is well accepted that the best way to learn these abilities is to practice them rather than just study them or practice exercises and drills, it is also widely accepted that language is best learnt when it is contextualized.
During a week, the teachers thought about both groups, and we examined and observed their lessons. According to the findings, only 75% of learners in the first group were interested and active during the teaching period. Even they did not have a great command of the English language. Because the majority of them desired to talk in a native-like manner.
However, because teachers utilized only traditional ways to teach them, 60 percent to 65 percent of the children in the second group were not very active and motivated.
Finally, it is clear that the students in the first group were more engaged than the students in the second group, based on the results.

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