Training Future English Teachers in the Context of Using Digital

Technologies in Uzbekistan

Mukhammadiev Feruz Gafurjanovich

National University of Uzbekistan named after Mirzo Ulu

gbek, Uzbekistan

Keywords: Era, Globalization, Knowledge, Skills, Languages.

Abstract: In the era of globalization, it is crucial for individuals in various fields to possess knowledge and

communication skills in multiple foreign languages, in addition to a strong command of their native language.

In order to meet this demand, it is necessary to improve the learning and teaching methods of foreign

languages, using more modern approaches and integrating digital technologies into lessons. Our country

places significant importance on the education of innovative and creative individuals, regardless of their field

of specialization. It is important for students, regardless of their specialty, to have a comprehensive

understanding of the IT field and the ability to independently use digital technologies, as well as the ability to

learn foreign languages, in particular English. The primary goal of digitalizing education is to enhance the

quality of education and prepare young people to be competitive professionals in various fields, particularly

in the realm of digital technologies. Achieving this requires transitioning to a new level of sophistication by

implementing theoretical and methodological advancements in utilizing digital technologies within the

educational process. Digital technologies impact all aspects of human activity. By incorporating digital

technologies into the educational process, students' motivation to learn increases. Furthermore, it facilitates

research and educational activities such as searching, editing, storing, presenting, and creating information,

allowing for the full utilization of the didactic potential of digital technologies. This, in turn, fosters the

development of digital literacy, which can be seen as a new form of literacy.

1 INTRODUCTION

Currently, the Republic of Uzbekistan is facing the

urgent issue of developing the pedagogical education

system to train qualified personnel who can think

independently and make correct decisions in various

situations. According to UNESCO recommendations

and the "Changing Our World: 2030 Agenda for

Sustainable Development" adopted by the United

Nations General Assembly, digital literacy should be

integrated into all forms of pedagogical education and

lifelong pedagogical activities. In June 2021, a Swiss

publisher evaluated the use of digital technologies by

English language teachers, as well as their attitudes,

skills, and competencies, based on the results of the

International Conference on Human-Computer

Interaction. A survey was conducted with the

participation of 283 foreign language teachers from

43 countries. According to the survey conducted by a

group of experts from Norway, Russia, Cyprus, and

Greece, many foreign language teachers use various

computer-based learning technologies, but they face

challenges in fully utilizing these digital technologies

due to inadequate technical infrastructure.

Additionally, many English language teachers

express dissatisfaction with their level of knowledge

in the field of digital technologies, which can be

attributed to a lack of professional training in this

area. Paragraph 5 of the Decree of the President of the

Republic of Uzbekistan dated May 11, 2022, No. PF-

134, titled "Digitalization of the education system,"

highlights the task of creating information systems

and electronic educational resources for the

digitization of education. Future teachers should be

equipped with the ability to utilize digital

technologies in their professional activities and create

multimedia electronic educational resources to

enhance the educational process. Moreover, the

decree emphasizes the importance of content

enrichment on interactive virtual educational

platforms such as SmartLand and Edumarket, as well

as the preparation of scientific-popular short

animation videos (Edukids) for primary school

726

Gafurjanovich, M. F.

Training Future English Teachers in the Context of Using Digital Technologies in Uzbekistan.

DOI: 10.5220/0013451900004654

In Proceedings of the 4th International Conference on Humanities Education, Law, and Social Science (ICHELS 2024), pages 726-732

ISBN: 978-989-758-752-8

students. In order to improve the professional skills of

English language teachers, it is crucial to integrate

digital technologies effectively into every lesson.

This need for the effective use of digital technologies

in English language training cannot be overstated.

The strategic goals and objectives of the

modernization of the higher education system in

Uzbekistan should be implemented by studying

modern world experiences, which are largely related

to international relations and intercultural relations. In

the conditions of linguistic and digital transformation

of the world, it is impossible to imagine a successful

person who does not have a foreign language and

digital competencies. The increase in the volume of

intercultural communication associated with the

integration of currently developing digital

technologies into the student's communicative

activity increases the importance of knowing a

foreign language as a means of communication and,

at the same time, sets new tasks for the methodology

of teaching a foreign language. In this regard,

nowadays, instead of the term "information and

communication technologies", we come across the

term "digital technologies". Nowadays, this concept

more clearly reflects modern information

technologies and their specific features. Digital

technologies are an innovative method of organizing

the educational process based on the use of electronic

systems that provide visual representation. The

purpose of using digital technologies is to increase the

quality and efficiency of the educational process, as

well as to successfully socialize students. From this

point of view, our research is aimed not only at the

use of digital technologies, that is, digital educational

resources, but also at developing the ability to

independently create them and effectively apply them

to the educational system. At the stages of

development of digital technologies, virtual,

augmented reality and artificial intelligence are

gaining popularity. Augmented reality is a technology

that connects students with the virtual and real world.

As P. Arvanitis Arvanitis (2019) noted, the

introduction of virtual and augmented reality

technologies into the educational process allows for a

creative approach to the implementation of

communicative tasks in teaching English, increasing

educational efficiency, as well as increasing the

interest and motivation of students. In turn, Y. Bonner

and H. Reynders (Antoniadi and Grubich (2020) and

Bonner and Reinders (2018)) emphasize that despite

the fact that virtual and augmented reality

applications are becoming more and more popular in

the modern world, they are still not widespread

enough in English language learning. According to

I.V.Ivanilova, E.V.Yurkevich, L.N.Kryukova, the

location of objects of the real and virtual world in

three-dimensional space allows to demonstrate their

interaction in real time Biletska, Paladieva,

Avchinnikova, and Kazak (2021). Virtual images that

students can see directly in the training make the

educational material visual, lively and memorable

Ivanilova, Yurkevich, and Kryukova (2020).

K.S.Antoniadi, T.Yu.Grubich stated that AR shows

the connection between real and virtual world very

clearly. The 3D image allows you to visually enter

another virtual reality, which, of course,

psychologically attracts a person and activates his

attention and sensitivity to the information

component. Regardless of the subject being studied,

augmented reality helps to increase its attractiveness

for students and increases the motivation to learn

Antoniadi and Grubich (2020). Some scientists have

proposed pedagogical strategies for the formation of

digital competence in students in the process of

learning a foreign language. According to him, with

appropriate pedagogical support, digital technologies

allow to develop the digital competence of future

foreign language teachers that meet the requirements

of modern society. At the same time, it can increase

the effectiveness of teaching foreign languages and

contribute to the personal development of students

Karsenti, Kozarenko, and Skakunova (2020).

Scientists such as S.Khanbalaeva

Khanbalaeva

(2023), I. O. Bileskaya, A.F.Paladieva Biletska,

Paladieva, Avchinnikova, and Kazak (2021)

recommend the use of digital technologies in the

training of future foreign language teachers.

According to them, it is necessary to include digital

technologies in training programs for future foreign

language teachers. It is believed that these programs

should reveal aspects of effective use of digital

technologies and their creation in future professional

activities. M.E.Mamarajabov's research focused on

enhancing the professional-pedagogical training of

future teachers in the digital education environment.

It emphasized the alignment of traditional and digital

technologies, as well as the development of personal

and professional qualities and motivation for learning

during training and practical experiences

Mamarajabov (2022). D.N.Mamatov's research

explored the pedagogical design methodology and

technologies for preparing students for professional

careers in the digital educational environment

Mamatov (2022). Overall, through these studies, it is

widely recognized by researchers that digital

technologies have a positive impact on the effective

learning of the foreign language. Based on the

definitions provided by these scholars, it can be

Training Future English Teachers in the Context of Using Digital Technologies in Uzbekistan

727

concluded that digital literacy refers to the ability of

future foreign language teachers to independently

select and effectively apply digital technologies in the

context of digitized education. It also involves

interpreting, searching, creating, editing, and

distributing digital information, serving as both an

individual and social skill.

2 METHODOLOGY

In the course of the research, it was proved that it is

possible to develop the ability of digital linguistic

construction in the course of teaching "Information

technologies in education" among the students of

"Philology and language teaching". "Information

technologies in education" subject "Philology and

language teaching" bachelor's course of education to

have mastered the methods of information collection,

storage, processing and their use from the general

competencies given in the qualification requirement,

z to be able to make independent decisions in their

professional activities and to conduct non-traditional

training sessions using modern information and

pedagogical technologies from professional

competencies, to support the organization and

conduct of the training process in the institutions of

the continuous education system, will be the basis for

the development of skills such as participation in

research, data collection, generalization and analysis,

acquisition and implementation of modern

pedagogical and information technologies Sadriddin,

Miralimov, Makhmudov, and Akhmadiyorov (2019).

Tools such as augmented reality and

intelligent technologies provide many opportunities

for students and help make the learning process more

attractive and interactive. For this reason, within the

framework of our research, methods and means of

effective organization of the educational process with

augmented reality technologies have been identified

Zainabidinov and Madaminov (2020).

Methods of using augmented reality and

artificial intelligence technologies in education are

reflected in the structure of MARE (Mobile

Augmented Reality Education) and MAIE (Mobile

Artificial Intelligence Education). According to the

structure of MARE and MAIE, it is assumed that the

educational process will be organized using digital

educational resources such as augmented reality and

artificial intelligence.

The structure of MARE and MAIE results in

immersive content. Immersive content is when

students interact with what they see and feel like they

are in reality. This can be achieved by creating

interactive content. For example, you can interact

with the video, answer questions that appear during

the video, make decisions, or interact with artificial

intelligence. Students learn digital technologies in

real and virtual environments with the help of

immersive content.

Using the capabilities of artificial

intelligence will increase the possibilities of

education. Artificial intelligence contributes to the

individualization of education, enables the

improvement of the evaluation system by automating

the evaluation and rating, and facilitates access to the

language environment through the use of chatbots and

text analysis tools. AI-based platforms can analyze

student data and adapt curriculum to their needs,

making language learning more effective and fun.

Students will be able to organize the process

of effective foreign language learning using

augmented reality technology, create educational

objects of augmented reality, demonstrate virtual

objects using the augmented reality system, should

have the ability to choose augmented reality tools and

methods of their application depending on the

problem at hand.

In the teaching of the subject "Information

technologies in education", it was carried out and

controlled on the basis of the stages of development

of students' skills in using digital technologies

(adaptive-analytical, research-constructive and

creative-design). The stages of developing students'

knowledge of digital technologies and the system of

educational tasks for each stage have been developed

on the educational platform "Information

technologies in education"

https://classroom.google.com/c/NjU3OTgyMDE0M

TEw and digital technologies Information about

digital educational resources that help to develop

knowledge about education is reflected in the

educational guide "Information technologies in

education".

A total of 564 1st-year students of

"Philology and language teaching" bachelor's

education took part in the experiment. Of these, 281

students were included in the control group and 283

students in the experimental group.

The experimental group was given appropriate

educational tasks for each stage of the development

of skills in the use of digital technologies in the

subject "Information technologies in education", and

the grades were determined according to the results

of the exercises conducted for control. In the control

group, it was organized on the basis of traditional

training based on the experience of professors and

teachers.

ICHELS 2024 - The International Conference on Humanities Education, Law, and Social Science

728

3 RESULTS

The use of digital technologies by students of

"Philology and language teaching" undergraduate

education as a result of the effective implementation

of educational tasks related to the use of augmented

reality and artificial intelligence in the teaching of

"Information technologies in education" development

of skills was observed.

Mirzo Ulugbek National University of

Uzbekistan (UzNU), Uzbekistan State University of

World Languages (UzSUWL), Termiz State

University (TSU) and Shahrisabz State Pedagogical

Institute (ShSPI) were selected as test sites. 140

students from UzMU, 142 students from UzDJTU,

137 students from TerDU, 145 students from ShDPI,

a total of 564 students took part in the experimental

work.

Experimental work was carried out at the

stages of identification stage (2020-2021 academic

year), highlighting stage (2021-2022 academic year)

and confirmation stage (2022-2023 academic year).

The scientific-theoretical, scientific-

methodological foundations of the research problem

were studied at the stage of the experimental-test

work, the purpose and tasks of the research were

determined, the research object and its indicators and

the criteria corresponding to it were analyzed and

studied from theoretical sources. The need to use the

structures of MARE (Mobile Augmented Reality

Education) and MAIE (Mobile Artificial Intelligence

Education) in the development of students' skills in

the use of digital technologies in the field of

"Philology and Language Teaching" was determined

scientifically and theoretically, and working

hypotheses were formed. The methodological,

scientific-theoretical, scientific-methodical

foundations of the research problem, the scientific

literature and the cases of using augmented reality

and artificial intelligence in the development of

students' skills in using digital technologies,

organizational methods and tools were analyzed.

Analyzing the sample subject program of the subject

"Information technologies in education" in the

"Philology and language teaching" curriculum,

organizing the teaching process based on the

proposed modules on the components of digital

technology skills a system of educational tasks was

developed to help students develop their digital

technology skills, and digital tools such as Quizlet,

Jamboard, and Web-AR Studio were used to

complete them Makhmudov and Abduraimova

(2020).

At the emphasis stage of the experimental

work, the goal was to effectively organize and

conduct the "Information Technologies in Education"

training with the help of MARE (Mobile Augmented

Reality Education) and MAIE (Mobile Artificial

Intelligence Education) structures. Lesson plans and

digital educational resources based on augmented

reality technologies of the subject "Information

technologies in education" were created, and through

their use, the method of developing the skills of

students of the "Philology and language teaching"

educational direction in the use of digital technologies

was developed.

At this stage, the teaching of "Information

technologies in education" was carried out and

controlled based on the stages of development of

students' skills in using digital technologies

(adaptive-analytical, research-constructive and

creative-design).

At the approval stage of the trial work, the

educational tasks and digital educational resources

developed on the basis of the structures of MARE

(Mobile Augmented Reality Education) and MAIE

(Mobile Artificial Intelligence Education) are tested

in practice and how they are used, to determine the

mastery of students. and the results of pilot-test works

on development were studied and analyzed.

The quality of the conducted experimental works was

analyzed in terms of quantity, a conclusion was drawn

on the quality indicators, and their analysis was

checked on the basis of mathematical and statistical

methods. The results of the "Philology and language

teaching" educational course (experimental and

control groups) students conducted in the

experimental areas were summarized,

mathematically and statistically analyzed and

formalized (see Table 1).

From this statistical analysis and the

presented diagram, it can be concluded that the

experimental work "Philology and language

teaching" educational direction allows students to

learn through MARE (Mobile Augmented Reality

Education) and MAIE (Mobile Artificial Intelligence

Education) structures. criteria that help to determine

the effectiveness of the use of educational tasks based

on the experience that the use of digital technologies

using augmented reality and artificial intelligence in

teaching "Information Technologies in Education" to

students is one of the important qualities that lead to

the development and improvement of skills. it was

tested through trial works and its effectiveness was

determined. According to him, 10.3% according to

the motivational-organizational criterion, 10.4%

according to the cognitive-active criterion, 10.9%

according to the reflexive-communicative criterion,

and 10.9% according to the creative-creative criterion

Training Future English Teachers in the Context of Using Digital Technologies in Uzbekistan

729

efficiency by 13.1%, overall efficiency is 13.4%, it

was proved by mathematical statistical methods.

Table 1: General results of experimental work statistical table.

Statistical indicators

Higher education institutions where the experiment was

conducted

UzNU

UzSU

TSU

ShSPI

Total

Experimental groups

283

Control groups

281

Average value

4.20

4.18

4.26

4.24

4.22

3.73

3.71

3.76

3.78

3.75

Efficiency

1.13

1.12

1.13

Student Statistics

9.39

9.46

9.52

9.28

37.86

Efficiency

1.13

1.12

1.13

Student Statistics

9.39

9.46

9.52

9.28

37.86

Degree of freedom of statistics

135.20

137.08

132.41

138.92

549.53

Critical value

1.98

1.97

Criterion summary

H1 the

hypothesis is

accepted

H1 the

hypothesis

is accepted

H1 the

hypothesis

is accepted

H1 the

hypothesis

is accepted

H1 the

hypothesis

is accepted

Figure 1: Average learning rates of experimental and control groups

4,20

3,73

4,18

3,71

4,26

3,76

4,24

3,78

4,22

3,75

EG CG EG CG EG CG EG CG EG CG

UzNU UzSUWL TSU ShSPI General

results

Average mastery rate

ICHELS 2024 - The International Conference on Humanities Education, Law, and Social Science

730

Figure 2: Performance indicators

4 DISCUSSIONS

At the final stage, that is, based on the statistical

values and hypothesis results obtained on the basis of

the results of the educational tasks corresponding to

the creative-creative criterion, the N0 hypothesis is

rejected and the N1 hypothesis is accepted because

the statistics are T_critical<T_empiric. It can be seen

that the results of the selected experimental groups

are different from the results of the control groups,

their average mastery rates are 4.22 and 3.75, and the

efficiency rate is 1.13 times higher. the confidence

interval was between 4.20 and 4.24 in the

experimental groups, and between 3.73 and 3.76 in

the control groups, and their non-interference with

each other, the reliability and accuracy of the research

was proved by mathematical statistical methods

Rakhimov, Askarov, Abdullayev, and Kamilova

(2024).

Mathematical-statistical analysis of the

general result of the experiment-test work conducted

in higher education institutions and it was found that

the learning in the experimental group is 13% higher

than in the control group. The general results of the

experiment showed that the performance of the

experimental group increased compared to the control

group in the creative-creative evaluation criterion,

which determines the development of the skills of

using digital technologies of the students in the

experimental group Askarov, Karimov, Mirzayeva,

and Askarova (2024). This proves that the method of

developing students' skills in using digital

technologies and the used digital educational

resources of the "Philology and language teaching"

educational direction have had a good effect in the

educational process. It was determined that 1.13%

efficiency was achieved by processing the results of

the experiment with the help of mathematical and

statistical methods.

5 CONCLUSIONS

Based on the main results of the conducted scientific

research, the following conclusions were reached:

The educational direction "Philology and language

teaching" developed a model for the development of

students' skills in using digital technologies, based on

which the teaching methodology was developed

("Information technologies in education" based on

the topics offered in independent education. stages,

methods and tools of teaching and development of

digital skills) were proposed, MARE (Mobile

Augmented Reality Education) and MAIE (Mobile

Artificial Intelligence Education) structures of mobile

education based on augmented reality and artificial

intelligence were called "Teaching" limda

information technologies" was improved and put into

practice on the basis of integration into training.

Based on the use of Quizlet, Jamboard, Web-

AR Studio digital information services for students,

the content of the subject "Information technologies

in education" was improved, the teaching method was

improved based on the structure of mixed education,

mobile education, MARE and MAIE, and using these

methods It was proved that it has a positive effect on

the effectiveness of education Makhmudov,

Askarova, Xasanov, and Askarov (2024).

Based on the processing of the results of the

experimental work using mathematical and statistical

methods, it was justified that the ideas put forward in

the research were appropriate, and the development

of the skills of using digital technologies of the

students of the experimental group in the teaching of

"Information Technologies in Education" was

confirmed to the students of the control group. proved

to be 13% higher.

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