Education of the republic of uzbekistan termez state university foreign philology faculty the department of foreign philology

2.2 USE OF GAMES IN THE EDUCATIONAL PROCESS
Students, using ICTs for learning purposes, become immersed in the process of learning. As more and longer students use computers as information sources and cognitive tools, their learning achievements will depend on the influence of the technology support (Jonassen, Reeves, 1996). In the opinion of Pete Sharma and Barney Barret, there are several reasons for using technology in language teaching. First of all, it can be motivating, it offers the possibility to work autonomously or interact and collaborate with others. Technology also provides language performance with instant feedback in various tasks and exercises. ICT can also be an extension of the classroom and can be time saving. Finally, it promotes language learning with fresh authentic and motivating Internet materials directly. Using blended learning, which is defined as “a language course that combines a face-to-face classroom component with an appropriate use of technology”, the researchers suggest that “positive learning outcomes are most apparent when clear roles are assigned to the teacher and to the technology” (Sharma, Barret, 2007). Nachoua admits that the skill of listening is of key significance for English language learners to acquire. It is also a very intricate skill to teach. The concept of pronunciation, whether that is to understand or produce language, also raises problems for non-native speakers. Using Computer Assisted Language Learning is a way to motivate language learners to take a dynamic role in their learning instead of acting as passive listeners (Nachoua, 2012). As long as these days English is regarded as a lingua franca, the skill of speaking has become a skill of paramount significance to acquire. Güngor M.A. states that in an online foreign language speaking class, virtual classes are designed with principles of ELT and Elearning. They go along with the techniques that raise interaction, vocabulary integration and use of English, while providing a stressfree environment in order to motivate even taciturn students to participate and produce spoken language (Güngor, Demirbas, (2010). Alternatively, in written communication, the words have to do all the heavy lifting. If the reader furrows their brow in confusion, there’s no additional clarity available. Therefore, the entirety of the message must be conveyed through the text. That’s a big job.
A persuasive writing myth ³further compounds the challenge: fancier writing is better writing. Many writers have been led to believe that verbose writing with snazzy vocabulary comes across as clever. However, this writing style makes for poor communication. The reader often struggles to find the core message when it is meandering in excessive wording and jargon. Remember: the best writing is clear, direct, and concise.Anyone can be an excellent written communicator with practice. To support your written communication efforts, we've outlined our top ten tactics to strengthen your writtencommunication.Ten tactics to improve written communication