Raqamli texnologiyalarning Yangi O‘zbekiston rivojiga ta’siri

 
RAQAMLI TEXNOLOGIYALARNING 
YANGI 
O‘ZBEKISTON
 RIVOJIGA 
TA’SIRI
 
Xalqaro ilmiy-amaliy konferensiyasi
 
In conclusion, peer responding activities can be beneficial for EFL writing classes, as they 
promote collaborative learning, critical thinking, and self-reflection. However, it is important for 
educators to acknowledge the potential problems that may arise and take proactive steps to address 
them. Language proficiency, cultural differences, and limited understanding of writing conventions 
are significant challenges that can hinder the effectiveness of peer feedback in EFL contexts. To 
overcome these challenges, educators can implement strategies such as scaffolding language 
support, promoting cross-cultural understanding, and providing explicit instruction on writing 
conventions. Additionally, establishing clear guidelines and expectations for peer feedback can help 
students provide constructive and helpful comments to their peers. By addressing these potential 
problems, educators can create a conducive learning environment that maximizes the benefits of 
peer responding activities. Through these activities, EFL students can develop their writing skills, 
enhance their language proficiency, and gain a deeper understanding of cultural nuances in English 
writing. Ultimately, the goal is to empower EFL students to become effective and confident writers 
and communicators in English. In conclusion, peer responding in EFL writing classes is a powerful 
instructional tool when implemented effectively. By recognizing and addressing the potential 
problems associated with this approach, educators can foster a supportive and inclusive learning 
environment, allowing students to flourish in their writing abilities.
 
Peer responding is an effective 
tool for improving writing skills in EFL classrooms. However, potential problems may arise due to 
varying language proficiency, lack of knowledge, unequal participation, lack of quality feedback, 
cultural sensitivity issues, and lack of confidence in peer feedback. By addressing these challenges 
effectively, teachers can maximize the benefits of peer responding and create a supportive and 
collaborative learning environment that facilitates growth in students' writing abilities. 
REFERENCES: 
1.
F. Mulaydinov, Solidjonov, D. (2021). APPLICATION OF INFORMATION TECHNOLOGIES AND 
ONLINE PLATFORMS IN THE EDUCATIONAL SYSTEM. 
2.
Solidjonov, D. Z. (2021). The impact of social media on education: advantage and 
disadvantage. Экономика и социум, (3
-1 (82)), 284-288. 
3.
Solidjonov, D. Z. O. (2021). The impact of the development of internet technologies on 
education at pandemic time in Uzbekistan. In СТУДЕНТ ГОДА 2021 (pp. 108
-110). 
4.
Solidjonov, D. (2022). IMMERSIVE AUGMENTED REALITY AND VIRTUAL REALITY 
TECHNOLOGY FOR EDUCATION. Involta Scientific Journal, 1(3), 249-256.