Articles

Balancing Teacher–Led And Student–Led Activities When Teaching Foreign Languages to Students at Uzbekistan’s State Conservatory

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This paper will look at the issue of implementing new work methods in English classes at the State Conservatory of Uzbekistan. Recently, there has been a lot of debate on whether to switch to a student–centered method or stick with the traditional model, in which the teacher entirely controls the process. There has been the need to employ innovative ways for motivating students and monitoring learning activities in the process of learning foreign languages in the digital educational environment. The paper argues that most students, regardless of their level, prefer cooperative learning and value teacher assistance. The forms of education that students select are determined by their attitude toward the learning process. The combined learning process allows language learners to cooperate with their teacher and fellow students, resulting in changes in the connection between teachers and students in which students’ personal interests and professional aspirations are taken into account. In the case of teaching conservatory students, it was discovered that student–centered training was less beneficial for those of students that just starting to learn English language as well as for the students at an intermediate level, but showed good results for the students approaching a more advanced level of understanding.

The Impact of Emergency Remote Teaching on the Development of Listening Skills during English Classes in Secondary Schools of Ukraine

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This paper calls into question the impact of Emergency Remote Teaching on the Development of Listening Skills during English classes in Secondary Schools of Ukraine. Attention is paid to the analysis of key notions and concepts of listening skills development in secondary schools. Thirty teachers at secondary schools took part in the research. This paper investigates resources that were used by teachers during Emergency Remote Teaching to develop the listening skills of pupils in English classes. This paper discusses the linguistic, psychological, and methodological components of listening skills development. An analysis has allowed highlighting the positive experience of web-based applications, video podcasts, and audiobooks usage, which can be implemented in future English language training in other Ukrainian secondary schools. The findings of this study support the idea that the gamification approach in combination with other activities has a positive effect on the development of listening skills during Emergency Remote Teaching at secondary schools of Ukraine.