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

Descriptive Statistics

Descriptive Statistics
		Students. name		V1st listening task
Valid		14		14
Missing		0		0
Mean				13.714
Median				14.000
Mode				14.000
Std. Deviation				1.490
Variance				2.220
Minimum				11.000
Maximum				16.000
Sum				192.000
Note.  Not all values are available for Nominal Text variables

Pie charts

Students. name

V The 1st listening task

We analyzed the results of the first phase and came to this point. JASP calculates automatically.
Mean of the first listening task of the whole group is 13.714 Here the mean is the average numerical value in a set of numerical values.
Mode of the first listening task is about 14.000, because majority of the group did 14 questions correctly in this phase.
Median of the first listening activity equals to 14.000
The standard deviation of the first entry is the average of the differences of all of the scores from the mean. It is 1.490. Moreover, their work is represented by the pie chart.


The second listening task also analyzed by JASP

The Results of second task

Descriptive Statistics

Descriptive Statistics
		Students. name		V2nd listening task
Valid		14		14
Missing		0		0
Mean				16.071
Median				16.000
Mode				15.000
Std. Deviation				0.997
Minimum				15.000
Maximum				18.000
Sum				225.000

Pie charts

Students. name

V2nd listening task

According to the results of second listening task, Mean of the second task of the whole group equals to 16.071. Mode of the second activity is 16.000. Median of the second task equals to 15.00. The standard deviation of the second activity is 0.997

As for the third listening tasks

Results

Descriptive Statistics

Descriptive Statistics
		Students. name		V3rd listening task
Valid		14		14
Missing		0		0
Mean				17.929
Median				18.000
Mode	ᵃ			17.000
Std. Deviation				0.829
Range				2.000
Minimum				17.000
Maximum				19.000
Sum				251.000
Note.  Not all values are available for Nominal Text variables
ᵃ More than one mode exists, only the first is reported

Results of third entry
Mean of the third listening task of the whole group equals to 17.979. Mode of the third listening task is 17.000. Median of the third listening activity equals to 18.000. Range of the third entry is 2.000. The standard deviation of the third listening task is 0.829
In the next step of comparing the results, we analyzed three listening activities.
In proportion to the results of the three listening tasks, Gafurova Nigora carried out 14 correct answers in the first entry and she could do 18 correct answers in the second entry and in the final listening task she found out 19 true answers
As can be observed from the data, the difference between the mean of the third listening tasks is the highest. According to the findings of the initial survey, students found this topic to be the most intriguing. The end results also demonstrated that if the students find the supplied topic interesting and relevant, they will participate in it. The pupils would be motivated to improve their speaking skills by the engaging topic. Only then will you be able to achieve efficient and expected results.

At the beginning of our experiment, students of the 10^th grade of secondary school was divided into two groups and we chose the second group and taught them with media materials so as to improve speaking skills for intermediate level learners. The above given graphs and numbers shows the results of our experiment and we gave each detail number of our second group. However, we have given only mean numbers of the first group which was taught with traditional methods. The results:

The table of mean in the second group

N	First listening task	Second listening task	Third Listening task
1	13.714	16.071	17.929

We used variables like Independent variable, Dependent variable, Control, Moderator, and Intervening variable to conduct this experiment. These variables were linked together by default. Speaking skills is a dependent variable that was tested during the investigation. To assess the impact of expanding pupils' academic vocabulary bases. As assisted materials, we used Independent variable. This variable is the most important in this study because it controls the dependent variable..

It goes without saying that the instructor was important in keeping the research on track. Well-prepared resources, such as activities, listening tracks, numerous exercises, and varied objectives and lesson plans with intercultural competency elements, played an important part in achieving the desired outcomes. This variable also had an impact on the Independent and Control variables. We believe that the Control variable aided us during the training process by their good behavior, active involvement, good response to the assigned tasks, and following the directions. We wholeheartedly agree with the following remark, which was discussed in this paper's Literature review: "The quality of experience of persons who play with and modify the opportunities in their environment is certainly more developed as well as more joyful," according to Cohen (2008).
Aside from that, we believe that the teacher should provide visual materials to help pupils build multicultural competence. We saw during those sessions about visual resources that encouraging even with simple words can arouse an interest in improving a learner's listening abilities, bring them to a deeper knowledge of sociocultural demands, and fill mental gaps. Furthermore, supporting the learner instills self-confidence in students and encourages them to study more, complete assigned activities, and expand their knowledge.
Concerning the promotion of ESL learning engagement, the study aims to provide a comprehensive overview of students who use visual aided materials for learning sociocultural materials, which increases when classroom activities provide them with opportunities for independent or expanded learning outside the classroom with peers or are related to their future goals outside the classroom. We, on the other hand, completely disagree with this viewpoint. This erroneous belief, which has been ingrained in people's minds for a long time, is one of the reasons why language instructors and students do not see teaching and learning as a necessary ability in the classroom.
To acquire sociocultural competency, students need set aside extra time, focus on the task, and be in an appropriate learning environment. Following the inquiry, we discovered solid evidence that students need to improve their listening abilities both in and out of the classroom. This ability does not come easily to the learners' minds, and it cannot be acquired in any other way. To have fluency in listening skills, it takes time, a strong will, patience, experience, working slowly but steadily, focus, self-confidence, and self-management.
Having conducted the investigation, we have found answers to research questions which were set in the research plan of this paper.
Using media materials is important to improve speaking skills. Visual aided material plays a great role in raising sociocultural competence of the students. It is an invisible power which pushes them to learn more about the culture and elements, and it leads to accomplishment of their set goals.
To sum up, we have concluded that media materials, additional materials on the topic aided all of them play a significant role in improving speaking skills learners.