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

3.3 Results and Discussions
This study was conducted to determine the effectiveness of using media resources in training secondary school students who study in 10^th grade to talk. Our investigation began with the distribution of a questionnaire to the students. It consisted of ten multiple-choice questions, all of which focused on how to improve speaking skills through the use of media. It has an impact on how important it is for them to try to increase their speaking skills, and whether there was an external or internal influence encouraging the students to learn more and improve their speaking skills.
Each of the questionnaire has three answers related to how to use media materials and relevant phrases in the development of speaking abilities. We divided the first answers into three categories: totally developed by using media materials (sign - strongly agree), partially developed by using media materials (sign- agree), and unsuccessful result of utilizing visual materials (sign- disagree ). According to the survey's findings, each student had a different response, such as,

Students’ name	Their results
Sheraliyeva Husnida	8
Abduvaliyev Bilolbek	6
Abduqahhorov Husniddin	5
Kayumov Tohir	9
Sobirova Sarvinoz	8
Baxtiyorjonova Bibisora	7
Bahriddinova Mohinur	9
Dekhanova Dilobar	8
Numonova Odina	7
Salomova Farangiz	6
Tukhtanazarova Gulhayo	9
G’ofurova Nigora	8
Turg’unova Dilnoza	7
Turdaliyev Abdulloh	8

These percentages represent the levels of development of students' speaking skills results. 90 percent is the greatest, 70 percent is the average, and 60 percent is the lowest.
Students were given an answer sheet and a listening track after the first lesson and were asked to complete listening exercises related to the material being taught. Their answer sheets were checked to see if they had used appropriate terms in the sentences. Each student completed three listening tasks, with a total of 36 listening activities used to assess their work. They had to fill in the gaps in the sentences using listening recordings in the first exercise, and there were 20 open spaces in the sentence. Following the submission of their work, the number of right words was used to evaluate it. Furthermore, the second entry for the third lesson was a multiple choice question, and the last listening activity was likewise placing proper words in the text, and this assignment was submitted for the sixth lesson. The goal of employing this method is to increase listening abilities because speaking and listening are inextricably linked, as well as to develop students' capacity to use visual-audio resources. Correct responses and overall results of the students were examined in order to determine the purpose of utilizing visual materials, as well as if the topic played a part in generating and developing interest in improving their speaking skills by listening to a native speaker speech.. Turgunova Dilnoza properly completed 15 words in her first work, according to the results of the first assignment, and his result improved significantly in assigned projects. In her first entry, Baxtiyorjonova Bibisora used about 16 words, and this number climbed significantly in her second and third entries. The results of Sobirova Sarvinoz and Baxtiyorjonova Bibisora were identical. The table below shows how many right answers students provided in their first, second, and third entries.

As can be seen in the table, the majority of students' outcomes in terms of accurate answers were lower in the first entry than in the others. Their results improved gradually as they listened to audio recordings and spoke more about the issues during the course. In his first entry, Abduqahhorov Husniddin properly answered 12 questions, and in his latest effort, he correctly answered 17 questions.

We used JASP programme that is new and unusual so as to analyze the first listening task