Raqamli texnologiyalarning Yangi O‘zbekiston rivojiga ta’siri

 
RAQAMLI TEXNOLOGIYALARNING 
YANGI 
O‘ZBEKISTON
 RIVOJIGA 
TA’SIRI
 
Xalqaro ilmiy-amaliy konferensiyasi
 
language skills to provide accurate and constructive feedback to their peers. This can result in 
incorrect corrections, misleading suggestions, and ultimately hinder the progress of the writer. To 
overcome this challenge, teachers should provide clear guidelines about what type of feedback is 
expected and offer language support through vocabulary lists, sentence stems, or model responses. 
2. Lack of Knowledge and Understanding: Another potential issue with peer responding is 
the lack of knowledge and understanding about writing principles and strategies. Students may not 
fully grasp the concepts of grammar, organization, or coherence, making it difficult for them to 
provide meaningful feedback. Teachers should consider implementing mini-lessons on specific 
writing skills and provide examples of well-written texts to promote a better understanding of what 
constitutes effective writing. 
3. Unequal Participation: In peer responding activities, there is a risk of some students 
dominating the process, while others remain passive. Shy or less confident students may hesitate to 
provide feedback or may not feel comfortable critiquing their peers' work. To address this issue, 
teachers can assign specific roles to ensure equal participation, such as a reader who focuses on 
content, a grammar expert, or a vocabulary specialist. Additionally, teachers should encourage a 
supportive and non-threatening atmosphere that promotes constructive criticism among students. 
4. Lack of Quality Feedback: Ensuring the provision of high-quality feedback from peers can 
be another potential challenge. Students may be inclined to provide general comments such as 
"good job" or "nice work" without offering specific suggestions for improvement. To combat this 
issue, teachers can introduce peer response protocols that emphasize specific areas for feedback, 
such as clarity of ideas, supporting details, or sentence structure. Providing students with a checklist 
can also guide them in providing more focused and detailed feedback. 
5. Cultural Sensitivity and Respect: In multicultural EFL classrooms, cultural differences in 
communication styles and attitudes towards feedback can pose challenges during peer responding. 
Some students may perceive direct criticism or correction as disrespectful or offensive, leading to 
social tensions within the class. To promote a positive and culturally sensitive environment, 
educators should explicitly discuss cultural differences and establish guidelines for providing 
feedback that respects individual perspectives and values. 
6. Lack of Confidence in Peer Feedback: Students may also lack confidence in the feedback 
received from their peers, fearing they may be misguided or incorrect. This can undermine the 
effectiveness of peer responding as students may disregard or overlook valuable suggestions. To 
address this issue, teachers can incorporate a system of validation, where they review and verify 
peer feedback, providing additional comments or corrections if necessary. This not only instills 
confidence in students but also helps them notice inconsistencies or errors in their peers' feedback. 

---

75