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MAIN PART
In other words, DL involves teaching and monitoring the assimilation of material
using the Internet computer network, as well as the use of on-line and off-line
technologies. DL has a number of specific features and is characterized by: remoteness
of the subjects of the educational process and sources of information; a set of modern
technologies that ensure the interaction between the student and the teacher; a
combination of on-line and off-line technologies; the predominance of independent
educational activities of students. The problem of learning English through DL is very
acute in view of the specifics of this subject area. For this reason, it is necessary to
CENTRAL ASIAN ACADEMIC JOURNAL
OF SCIENTIFIC RESEARCH
ISSN: 2181-2489
VOLUME 2
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ISSUE 4
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2022
Scientific Journal Impact Factor (SJIF 2022=4.63)
Passport:
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UZBEKISTAN |
www.caajsr.uz
organize DL in such a way that it is built taking into account all the features
characteristic of this discipline. The main specificity of learning foreign languages in
general is the mastery of communicative competence by students, that is, language
proficiency as a means of intercultural communication and communication, a tool for
understanding the world and independently acquiring new knowledge about it, etc. [4].
The methods and means of teaching used in distance learning can ensure the
qualitative achievement of the necessary goals during an English lesson if there is the
necessary material and technical base for this, and the teacher will have the opportunity
to choose the organizational side of learning, for example, the form of the lesson. Social
networks and blogs have firmly taken their place in the field of educational services [6,
p. 263]. During non-contact periods of training, classes can take the form of: chat
classes (via chat technologies, can be conducted synchronously, for example, using
Viber, WhatsApp, Vkontakte); web classes (they are distance lessons, business games,
laboratory classes, etc., which are held on specialized educational web forums; they can
be conducted asynchronously); teleconferencing (mailing list using e-mail), etc. The DL
process in English may also include the following components: digital interactive
educational platforms (for example, Google class; Russian e-school; Uchi.ru; Yandex
textbook); interactive applications and programs (for example, PlayPosit; Quizizz;
Flippity, Learningapps, Wordwall, Quizlet; Google forms, ClassMarker). One of the
first technological aides to education was the lantern slide (e.g., the Linnebach lantern),
which was used in the 19th century in chautauqua classes and lyceum schools for adults
and in traveling public-lecture tent shows throughout the world to project images on any
convenient surface; such visual aides proved particularly useful in educating
semiliterate audiences. By the start of the 20th century, learning theories had begun
concentrating on visual approaches to instruction, in contrast to the oral recitation
practices that still dominated traditional classrooms. The first significant
technological innovation was made by the American inventor Thomas Edison, who
devised the tinfoil phonograph in 1877. This device made possible the first language
laboratories (facilities equipped with audio or audiovisual devices for use in language
learning). After World War I, university-owned radio stations became commonplace in
the United States, with more than 200 such stations broadcasting recorded educational
programs by 1936.
In the Republic of Uzbekistan, great attention is paid to the training of teaching
staff. In this regard, the issues of improving the training of personnel are acute. An
important role in the competence of students is played by the integration of the Internet
into the educational process [1]. A huge selection of authentic materials that can be used
in an adapted or original form depending on the level of language proficiency is one of
CENTRAL ASIAN ACADEMIC JOURNAL
OF SCIENTIFIC RESEARCH
ISSN: 2181-2489
VOLUME 2
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