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

Questionnaires for students
These study tools assisted us in gathering key information regarding learners' attitudes on learning speaking skills and various topics. We intended to use this questionnaire to find information about pupils' learning challenges. Although the examiner planned to utilize the questionnaire's results as a basis for selecting appropriate methods and exercises for future classes, those questions were included at the start of the survey. The following survey questions were answered by the students:

• 
  Do you know about fluency and accuracy in the speech?
  

Students answers were diverse, some of them said that fluency is giving an idea clearly and accuracy is using grammar rules correctly as well as these are very important perfect speech, but others aid that there was no any information about this because we only learn English in written form in traditional method.
How important is speaking skill?
Most of them claimed that speaking is one of the skills that are very essential in their not only study process but also life and getting a job in the future and also they admitted that knowing grammar rules and vocabularies are considered the main aspects for speaking.

• 
  What is the role of using media materials to improve speaking?
  

The experiment's participants recognized that using media resources is very significant since it increases our enthusiasm in learning English. They also stated that there are many opportunities to listen to native speakers' speeches and to discuss about a variety of topics.
Teachers were also given questionnaires to fill out in order to learn about their thoughts, suggestions, and strategies for teaching English using interactive approaches.
Questionnaires for teachers
For the experiment's productivity, 5 teachers were given questionnaires. We choose professors based on their professional backgrounds and, of course, their abilities. There are ten questions in which teachers must be more specific and explain why their answers are correct. We gathered useful information from the study of instructors' responses and used it in our research. They stated that the most difficult challenge in teaching English is developing speaking skills using ICT tools, new approaches, and innovative technologies.
As a result, we have advised that learners be taught how to select an acceptable technique based on the sort of actions that belong to works in order to achieve worthwhile outputs. Students, understandably, struggle with a lack of perspective on the culture of English-speaking countries, and as a result, they become anxious when given reading passages or other authentic materials brimming with fresh ideas. Furthermore, the majority of them are unaware of how to deduce the meaning of any text by inferring hidden messages from the context. As a result, nearly all of the professors in the study advised students to complete the following tasks:

1. 
   to know their difficulties of speaking when pupils want to talk
   
2. 
   To teach students how to apply correct procedures based on the type of task in order to achieve efficacy.;
   
3. 
   To help them be able to speak by the help of more practice with;
   
4. 
   To assist them in broadening their views through new attitudes toward modern methods of teaching English that incorporate multimedia.;
   
5. 
   to teach students how to choose appropriate references for enhancing the learners' knowledge, which is dependent on speaking abilities and vocabulary, by employing new learning methodologies.
   

Those teachers believed that, in addition to the course book, additional materials such as magazines, journals, or articles on current issues could be useful for improving students' speaking skills, first by advancing their overall understanding of through methods and innovative technologies, and then by broadening their outlook by providing various contemporary data, whereas the rest of the teachers emphasized reading works of English literature authors in their original versions. The majority of teachers stated that they sometimes have to bring a variety of resources for pupils because of the large number of groups. They also claimed that they pay close attention to whether or not the information is engaging to the learners. Because when data on the page succeed to pique readers' interest, the task appears to be completed gradually. It was also suggested that teachers who teach the methods integrate their strategy instruction into their regular classroom instruction.