some thoughts on language teaching and technology

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some thoughts on language teaching and technology muhammadjonov xayotbek student of andijan state institute of foreign languages academic supervisor: gofurova s.m. article probably the most contentious issue in modern teaching and education stems from the new (comparatively new for many of us, at any rate) technologies. more specifically, finding ways to adapt and integrate these new technologies into classroom environments in ways that are beneficial to teachers and students alike, rather than a distraction or a hindrance. of course i am mostly talking about smartphones, and whether they should be considered a positive or malign influence in education. when i worked as an eapp (english for academic preparation) instructor at the university of windsor (in canada) i saw firsthand the transformation from an environment where phones were strictly verboten in the classroom, to one where they were being enthusiastically embraced by many (but by no means all) teachers, professors, and …

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table development, and therefore there was little point in resisting the winds of change and "progress" in any event. although i was among the younger members on staff at the time, i found myself agreeing with the old guard more often than not in these discussions. one of several key points that those of us on the anti-phone side often came back to: our program was focused on developing students' capacity in a number of academic-specific areas, including the teaching of what is generally referred to as "vocabulary in context" - in other words, the highly necessary skill of understanding new/unfamiliar vocabulary without relying on the use of a phone dictionary. how were students expected to develop this essential skill with phones handy for looking up every word? like all western universities, our institution strictly prohibited phone use during examinations. therefore learning how to make educated guesses about the meaning …

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ently discovered that the period i am describing directly coincides with the period that social psychologist jonathan haidt refers to as "the great rewiring" (2010 to 2015) and one that he considers to be a period where young people appear to have begun to suffer from greater levels of depression and anxiety due in large part to excessive smartphone use. although haidt is primarily concerned with the psychological effects of phone usage, his arguments also connect with negative effects in the education system, both at primary school and university/college levels. both the u.k. and australia have now started to ban smartphone use in classrooms (at least in certain regions) and now new york is mulling the possibility of a similar ban. and although it is too early to draw any firm conclusions, inital studies have suggested that banning smartphones may result in improved test scores, lower anxiety, and even improved …

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some thoughts on language teaching and technology muhammadjonov xayotbek student of andijan state institute of foreign languages academic supervisor: gofurova s.m. article probably the most contentious issue in modern teaching and education stems from the new (comparatively new for many of us, at any rate) technologies. more specifically, finding ways to adapt and integrate these new technologies into classroom environments in ways that are beneficial to teachers and students alike, rather than a distraction or a hindrance. of course i am mostly talking about smartphones, and whether they should be considered a positive or malign influence in education. when i worked as an eapp (english for academic preparation) instructor at the university of windsor (in canada) i saw firsthand the …

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