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The digital transformation of language learning has revolutionized the way we learn languages, making it more accessible, flexible, and personalized. By leveraging the benefits of digital transformation and addressing its challenges, we can create a more effective and engaging language learning experience for learners of all ages and backgrounds.

  • Название журналаRaqamli iqtisodiyot
  • Номер выпуска3-son
  • Количество просмотров55
  • Количество прочтений55
  • Дата публикации06-07-2023
  • Язык статьиIngliz
  • Страницы178-183
English

The digital transformation of language learning has revolutionized the way we learn languages, making it more accessible, flexible, and personalized. By leveraging the benefits of digital transformation and addressing its challenges, we can create a more effective and engaging language learning experience for learners of all ages and backgrounds.

Ўзбек

Til o‘rganishning raqamli transformatsiyasi tillarni o‘rganish uslubimizni tubdan o‘zgartirib, uni yanada qulayroq, moslashuvchan va shaxsiylashtirilgan holga keltirdi. Raqamli transformatsiyaning afzalliklaridan foydalanish va uning muammolarini hal qilish orqali biz barcha yoshdagi o‘quvchilar uchun yanada samaraliroq va qiziqarli til o‘rganish tajribasini yaratishimiz mumkin

Русский

Цифровая трансформация изучения языков произвела революцию в том, как мы изучаем языки, сделав их более доступными, гибкими и персонализированными. Используя преимущества цифровой трансформации и решая связанные с ней проблемы, мы можем создать более эффективный и увлекательный процесс изучения языка для учащихся любого возраста и происхождения.

№ Имя автора Должность Наименование организации
1 Rahmanova S.R. PhD Yunus Rajabiy nomidagi O‘zbekiston milliy musiqa san’at instituti
№ Название ссылки
1 1. Warschauer, M., & Matuchniak, T. (2010). New technology and digital worlds: Analyzing evidence of equity in access, use, and outcomes. Review of research in education, 34(1), 179-225.
2 2. Liaw, M. L., & Huang, H. M. (2013). Perceived satisfaction, perceived usefulness and interactive learning environments as predictors to self-regulation in elearning environments. Computers & Education, 60(1), 14-24.
3 3. Lai, C. L., & Kuo, C. H. (2015). A review of using digital games as a learning tool in language learning. Journal of Educational Technology & Society, 18(1), 211- 224.
4 4. Blake, R. J. (2016). Brave new digital classroom: Technology and foreign language learning. Georgetown University Press.
5 5. Warschauer, M., & Matuchniak, T. (2010). New technology and digital worlds: Analyzing evidence of equity in access, use, and outcomes. Review of Research in Education, 34(1), 179-225.
6 6. Hubbard, P., & Levy, M. (2016). The scope of task-based language teaching. In T. Lamb & H. Reinders (Eds.), Routledge Handbook of Instructed Second Language Acquisition (pp. 21-35). Routledge.
7 7. Warschauer, M. (2011). Learning to write in the laptop classroom. Computers & Composition, 28(3), 220-232.
8 8. Levy, M., & Stockwell, G. (2006). CALL dimensions: Options and issues in computer-assisted language learning. Lawrence Erlbaum Associates.
9 9. Stockwell, G. (2010). Using mobile phones for vocabulary activities: Examining the effect of the platform. Language Learning & Technology, 14(2), 95- 110.
10 10. Beatty, K. (2010). Teaching and researching computer-assisted language learning (2nd ed.). Longman.
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