CHET TILINI O‘QITISHDA RAQAMLI MUHIT BILAN INTEGRATSIYALASHGAN INTERAKTIV METODLAR

Abstract

Ushbu maqolada Namangan davlat chet tillari instituti (NamSIFL) Xorijiy til va adabiyoti yo‘nalishi (XTA) doirasida tashkil etilayotgan Reading & Writing amaliy kursida raqamli muhit bilan integratsiyalashgan interaktiv o‘qitish metodlari keng tadqiq etilgan. Tadqiqot davomida turli mamlakatlar va O‘zbekiston ta’lim tizimidagi zamonaviy yondashuvlar qiyosiy tahlil qilingan; Moodle, Padlet, Google Classroom, Duolingo, Canva va shu kabi platformalar chet tili o‘qituvchilari tomonidan qanday qo‘llanishi o‘rganilgan. Aralash ta’lim (blended learning), o‘yin asosida o‘qitish (gamification), teskari sinf (flipped classroom) va sun’iy intellekt yordamida farqlashtirilgan ta’lim kabi metodlar tahlil qilingan. Kuzatuv, so‘rovnoma va test natijalari asosida raqamli integratsiya talabalarning o‘qish va yozish ko‘nikmalarini sezilarli darajada rivojlantirishini ko‘rsatib bergan. Olingan natijalar O‘zbekiston sharoitiga xos cheklovlar - infratuzilma, o‘qituvchi tayyorgarligi va internet imkoniyatlari - kontekstida muhokama qilingan.

This paper investigates interactive teaching methods integrated with digital environments within the Reading & Writing practical course of the Foreign Language and literature (XTA) programme at Namangan State Institute of Foreign Languages (NamSIFL), Uzbekistan. The study undertakes a comparative analysis of contemporary digital pedagogical approaches across global and Uzbek educational contexts, examining the deployment of platforms such as Moodle, Padlet, Google Classroom, Duolingo, and Canva by foreign language instructors. Methods analysed include blended learning, gamification, the flipped classroom model, and AI-assisted differentiated instruction. Drawing on observational data, student surveys, and pre–post assessment scores, findings demonstrate that systematic digital integration yields statistically significant improvements in receptive and productive literacy skills. Results are discussed with respect to context-specific constraints in Uzbekistan, including infrastructural disparities, teacher digital competency levels, and uneven internet accessibility.