Interactive Methods of Teaching Students Oral Speech in the Credit

Module System

Abduxafizova Nargiza Abduxafizovna

Tashkent University of Technology, Uzbekistan

Keywords: Module, Modular System, Credit-Modular Training, Educational Process, Method of Independent Work,

Didactic Games, Interactive Methods of New Pedagogical Technologies.

Abstract: This article provides insights into the credit-modular system, exploring its characteristics and the

implementation of this system within the education framework of Uzbekistan. It delves into the

significance, features, capabilities, and advantages of the credit-modular system on a global scale. The work

elucidates contemporary requirements for the content of foreign language training tailored for students

pursuing non-linguistic specialties, particularly within the context of a unified European educational space.

This information holds value for the domestic higher education system, contributing to the development and

cultivation of key competencies in future specialists. The article also examines foreign and domestic

experiences in organizing foreign language training, highlighting the primary attributes of the

Europeanization of education and the adaptive educational potential embedded in foreign language training

practices. These insights aim to facilitate their constructive integration into the domestic system of higher

professional education. Furthermore, the article meticulously details popular technologies and methods

employed in foreign language training within countries boasting developed socio-economic systems. It

provides a comprehensive overview of their potential applications in the practice of foreign language

training for students, proposing principles of adaptation and conditions for their utilization within

universities, particularly in the context of the ongoing Europeanization of education.

1 INTRODUCTION

In the credit-modular system of higher education,

pedagogical collaboration serves not only as a way

to address the needs of both teachers and students

during the study of a subject, but also as a means of

mastering the material. The commitment of students

to their learning is contingent upon the teachers'

ability to establish such collaboration. Within the

credit module framework, pedagogical cooperation

represents an interactive form wherein teachers and

professors view themselves not merely as objects of

instruction, but as independent and freedom-loving

individuals. The extent of students' dedication to

learning is influenced by the teachers' capability to

foster such collaboration (Abidova D. M. 2018).

Effective organization of the learning

environment enhances students' interest in the

subject matter, motivating them to invest their

energy and enthusiasm fully. Research has

demonstrated that when teachers and professors

approach students as if seeking assistance in

explaining aspects of the subject matter, it deepens

pedagogical collaboration. The transformation of

students into active learners is not only a

prerequisite for a successful learning process but

also a crucial condition for their development.

Through this educational approach, students

cultivate independence, unlock their high potential,

and evolve into well-rounded personalities.

In the course of training and education, students

acquire profound knowledge, skills, and

competencies relevant to their field, transforming

into competitive and highly capable individuals. An

examination of this issue reveals that students'

engagement in the learning process hinges on the

effective organization of faculty-student interaction

(Benamar, R. 2009), the careful selection and

arrangement of educational materials, strategies for

enhancing knowledge assimilation, and underscores

the impact of the assessment system on learning

outcomes.

Consequently, the independent thinking of

students in the credit-modular system of higher

education is intricately linked to collaborative efforts

with professors and teachers. Crucial elements in

164

Abduxaﬁzovna, A.

Interactive Methods of Teaching Students Oral Speech in the Credit Module System.

DOI: 10.5220/0012684300003882

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 2nd Pamir Transboundary Conference for Sustainable Societies (PAMIR-2 2023), pages 164-169

ISBN: 978-989-758-723-8

this educational process include the provision of

samples, course outlines, and a diverse range of

subjects, comprehensive presentations, practical and

laboratory-seminar assignments, as well as

independent work tasks. Additionally, students

should be presented with topic-specific tests, along

with overall assessments, video lessons that

comprehensively cover the subject matter, and both

midterm and final exams covering all topics.

Adapting to contemporary trends, students must

progress from basic to advanced knowledge, skills,

and abilities under the guidance of professors and

teachers, who encourage creative exploration in the

learning process. Consequently, this will contribute

to the development of a competitive and robust

workforce capable of meeting the demands of the

present day.

2 METHODS AND MATERIALS

As previously mentioned, in June 1999, 29 European

countries endorsed the Declaration on the European

Higher Education Region. Preceding this, the

Sorbonne Declaration was signed in May 1998,

followed by international meetings of education

system leaders in Salamanca and Prague in 2001.

These events marked the initiation of the process to

establish a cohesive educational landscape in

Europe. Decision-makers at the international,

regional, national, and institutional levels base their

decisions on key concepts defining the strategic role

of higher education in society and its internal

structure, including alignment with contemporary

standards, emphasis on quality, and a commitment to

internationalization.

The Europeanization of education stands as a

crucial aspect of the policy pursued by Western

European nations (Milrud, R.P. 2000) in their efforts

to revitalize the content of foreign language

instruction within a unified educational framework.

Contemporary foreign language teaching, marked by

dynamic diversification, grapples with the challenge

of aligning academic content with the learning

environment. Whether oriented towards the

humanities or technology, the content of language

training should encompass both the professional

aspects of communication and topics with broad

cognitive relevance.

The strategic objective in cultivating a

competitive professional lie in enhancing the quality

of education in accordance with the principles

outlined in the Bologna Declaration (Ivanova V.I.

2006). Consequently, as Uzbekistan engages in the

Bologna process and undertakes the modernization

of vocational education, it is imperative to adhere to

pan-European quality standards.

Contemporary educational policies prescribe

specific criteria for university activities,

necessitating adherence to modular construction of

educational programs, problem-based learning,

provision of self-assessment opportunities, and the

establishment of more flexible conditions for

completing training courses, including entry,

interruption, and completion. Furthermore,

universities are expected to engage in collaboration

with social institutions and business organizations,

undertake measures to promote lifelong learning for

sustained competitiveness and employability, and

contribute to the effectiveness of government

policies aimed at fostering a culture of lifelong

learning.

In light of these requirements, it is noteworthy

that the modular organization of educational content

addresses the inherent contradiction between the

subject-disciplinary presentation of educational

material in the educational standard and curriculum,

and the imperative to integrate knowledge acquired

by students during the learning process. The

modular training approach presents educational

material as a cohesive block, facilitating the

achievement of a unified learning content aligned

with complex didactic goals.

The Bologna Agreements underscore the

importance of integrating student-oriented credit-

module learning technology into the educational

process. This integration is deemed a necessary step

to enhance the quality of higher education and

establish an effective intra-university control system

based on credit units. Such a system allows for the

determination of the criterion level of students'

foundational competencies in the respective

discipline, aligning with international educational

standards. The adoption of credit-modular learning

technology aligns with contemporary requirements,

ensuring the comparability of national higher

education documents as universities integrate into

the unified European educational space

(Mustafakulov Sh., Sultanov M. 2024). This

integration, in turn, fosters the academic mobility of

future specialists.

Crucial to the development of a unified

educational space and the integration of Uzbek

education into it are international research projects.

Societal, individual, and state needs, evolving due to

changing socio-economic and political

circumstances, necessitate the continuous adjustment

of academic discipline content. This dynamic also

Interactive Methods of Teaching Students Oral Speech in the Credit Module System

165

prompts the imposition of new requirements for the

training of future specialists, especially in the realm

of foreign language education within professional

education.

For several years, the Council of Europe has

been actively implementing a language policy aimed

at fostering plurilingualism in European countries.

Notably, the organization initiates and finances

diverse projects in the field of foreign languages,

aiding participating nations in developing and

reforming their national educational programs for

foreign language training. These projects facilitate

the exchange of experiences and teaching

technologies while promoting the development of

modern methods for teaching foreign languages.

In the current educational landscape, the

emphasis is placed on student-oriented pedagogical

technologies that empower students in their self-

development. The imperative of lifelong education

necessitates the modernization of foreign language

training, with a focus on enhancing the global and

local educational processes and spaces. Within the

context of significant global educational trends and

the Bologna process, individualizing a student's

educational path stands out as a key requirement.

This involves adapting the educational process to the

individual's requests and needs, orienting learning

toward the student's personality, and facilitating

opportunities for self-discovery.

Central to the Bologna process is the

individualization of a student's educational journey,

aligning with broader educational trends that

emphasize tailoring the learning experience to the

individual's preferences and capacities (N.

Sultanova). This approach aims to cultivate

individuals who autonomously chart their

development trajectory based on their abilities and

capabilities, enabling them to make responsible

decisions and navigate the complexities of the

modern world with precision, effectiveness, and

intelligence. A distinctive feature of the European

education system is the responsibility for the quality

of educational programs lying with the educational

institutions themselves rather than the state. The

primary requirement imposed by the state and

society on vocational education institutions is the

openness and transparency of activities, ensuring the

quality of the educational services provided.

The standards and principles governing quality

assurance in European education, as formulated by

the European Association for Quality Assurance in

Higher Education, propose a three-tiered approach to

quality control: institutional, national, and pan-

European (Tregubova T.M. 2008). In light of the

ongoing Europeanization processes and the evolving

labor market structure, there is a growing need for

higher education students to receive more

comprehensive language training that emphasizes

the development of professional communicative

competence.

The proficiency in key competencies serves as a

primary criterion for assessing the quality of

education, with language training being an integral

component of this evaluation. The current challenge

involves enhancing the professional and cultural

aspects of language training content, necessitating

the targeted development of pedagogical tools and

activities. This development aims to systematically

immerse students in a language-rich environment,

encompassing both general cultural and professional

vocabulary. In the credit-modular system of higher

education, fostering an egalitarian relationship

between professors and students in pedagogical

cooperation is pivotal for ensuring the enjoyment of

tasks and, consequently, the effectiveness of the

learning process. It is essential to recognize that

encouraging student activity in education serves not

only as a mechanism for mastering fundamental

knowledge but also aims at developing the broader

socio-cultural capabilities of individuals.

In our perspective, the educational situation

functions as a dynamic system that organizes the

learning process and comprises two integral

components (Abidova D. M., 2018): 1) the

interaction between the student and the teacher, and

2) student interaction. In the credit-module system,

the interaction between teachers and students

commences with teacher-guided assistance,

gradually evolving into more active student

involvement, ultimately transforming into a

collaborative learning process. This evolving

dynamic results in a cooperative relationship

between students and teachers, where creativity and

collaboration are intricately interconnected. Indeed,

collaboration emerges through creativity, and it is

within collaboration that creativity truly flourishes.

True creative collaboration thrives in environments

characterized by democracy, transparency, and

where administrative influence and faculty directives

do not hinder the independent thinking of students in

the classroom. Particularly in the first and second

years of a bachelor's degree, emphasis is placed on

assignments that stimulate the creative thinking of

students.

Effective pedagogical collaboration within the

credit-module system of higher education

necessitates successful cooperation between students

and teachers in the Moodle online system. It is

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crucial for them to consistently uphold all pertinent

information at the required standard. The input of

information into the online Moodle system follows

the guidelines outlined in PF-5847 dated October 8,

2019 and “Five development priorities of the

Republic of Uzbekistan for 2017-2021”1 “On the

state program for the implementation of the action

strategy in the “Year of Science, Education and

Development of the Digital Economy” “In order to

ensure the implementation of the tasks defined by

Resolution No. PF-5953 dated March 2, 2020, the

Cabinet of Ministers decided: from the 2020/2021

academic year, a procedure has been introduced for

the gradual transfer of the educational process to a

credit-module system in universities of the republic

To sustain interest in the dialogue, it can be

segmented into three parts:

I. Initially, fostering diversity of opinions;

II. Secondly, promoting variance in the

assessment and comprehension of the topic;

III. Lastly, establishing commonality through

language and other scientific and technical

means can prove effective.

Achieving a high impact in a conversation is

challenging without a "common language," that is,

unanimous understanding. For instance, students

may struggle to comprehend complex and unfamiliar

terms used by the instructor. In the absence of

dialogue within the educational process, it is

presumed that the professor-teacher has not found an

effective means of delivering the material to

students. To avoid such situations, establishing a

partnership with students requires meeting the

following criteria:

1. Respecting the student's personality by

considering their interests and abilities during

the communication process;

2. Demonstrating confidence in each student's

abilities, assisting in their development, and

fostering a sense of self-assurance;

3. Acting as an equal partner to establish

friendly relations with the student;

www.lex.uz/O Decree of the President of the Republic of

Uzbekistan No. PF-5349 “On approval of the Concept

for the development of the higher education system of

the Republic of Uzbekistan until 2030.”

On measures to improve the system related to the

organization of the educational process in higher

education institutions. Decision of the Cabinet of

Ministers of the Republic of Uzbekistan. 31.12.2020

#824

4. Boosting students' confidence in the future by

celebrating their successes, sharing their

concerns, and offering encouragement;

5. Strictly adhering to ethical standards in the

communication process contributes to

enhancing the professor's reputation.

In the credit-module system of higher

education, students, alongside professors and

teachers, establish conducive conditions for open

communication. This enables students to freely

express their opinions without the fear of errors

hindering their statements. It fosters an environment

where students can articulate their thoughts, correct

mistakes, cultivate independent thinking, and

ensures the prevention of recurring errors. This

dynamic transforms teachers, professors, and

students into reliable partners. In summary, insights

from the observations on pedagogical cooperation

between teachers and students in the credit-module

system of higher education lead to the following

conclusions:

1. Implementing problem-based learning,

independent study, didactic games, and

interactive methods of new pedagogical

technologies in the classroom is a crucial

factor in establishing a positive relationship

between students and teachers.

2. When acquiring knowledge in scientific

fields, the positive impact of students

independently discussing and drawing

conclusions, rather than passively accepting

the teacher's opinion, fosters the development

of independent thinking.

3. Within the Moodle online system (Abidova

D. M. 2018), it is imperative for the teacher

to input all subject-related information at the

required standard.

4. The teacher's approach to students with

respect not only ensures effective cooperation

but also garners respect from students. This

mutual respect facilitates the understanding

of science for each student when tackling

problems.

Presently, a comprehensive comparative

examination of the European utilization of modular

technologies for vocational training holds significant

relevance. A notable example is the Open University

of the United Kingdom, renowned for its extensive

experience in block-modular teaching. Common

characteristics observed across all training courses at

the Open University encompass a modular structure,

interactivity, and multimedia integration. The

university provides individualized programs with a

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167

range of elective courses. Under the modular

training approach, students attend school

approximately once every two months for sessions

lasting three to seven days. Between these sessions,

independent study is encouraged using materials

provided by the university. The modular training

program demands no more than 20 hours of

commitment per week. The program itself is

segmented into multiple stages, offering the

flexibility of incorporating elements of individual

(modular in form) planning.

Advancing the professional training of future

specialists in Uzbekistan necessitates not only a

reevaluation of domestic practices but also the

exploration of methods to incorporate beneficial

foreign experiences in preparing students for the

challenges of contemporary teaching and

educational practices. The sporadic application of

educational technologies and the inadequate

formulation of principles for selecting and

organizing content to foster creative abilities among

students in local higher education institutions

underscore the crucial requirement to examine,

analyze, and draw upon the wealth of international

experience in this domain. We propose adopting

technologies utilized in related humanitarian fields

abroad, alongside foreign language training.

The universality of technologies incorporating

interdisciplinary connections, as indicated by our

research findings, serves as the cornerstone for

developing general professional, specific

professional, and general cultural competencies

among students as outlined in the state educational

standard for higher professional education in

Uzbekistan. To enhance the effectiveness of foreign

language training, we advocate for personality-

oriented technologies characterized by

anthropocentricity and humanistic orientation. These

technologies facilitate the identification of teaching

methods and tools that align with each student's

individual characteristics, allowing for customized

educational content. The student-oriented approach,

an integral element of the personal-activity

approach, ensures the research-oriented nature of the

educational process, cultivates students' experience

in independently seeking new knowledge, and

fosters reflexive creative thinking.

3 CONCLUSION

Based on our experimental work, collaborative

learning is more extensively manifested in the

"Project Method" technology. Teaching a foreign

language through project-based methods involves

integrating knowledge acquired from teaching other

humanities subjects, considering interdisciplinary

connections, and incorporating specialized, highly

professional subject areas. The outcome of project-

based activities is a "documented work" presented

through a designed display, album, wall newspaper,

or organized event. The chosen report format could

include role-playing, quizzes, reports, radio

broadcasts, short video films, or computer

presentations.

The individual project work undertaken by

students when learning a foreign language aligns

with the current educational trend, emphasizing a

research-oriented, inquiry-based learning model.

This approach instructs students on independently

planning their actions, anticipating potential

problem-solving options, and selecting methods and

means for their implementation. The primary

criterion for evaluating project work is the student's

ability to engage in interaction and collaboration

while addressing design, research, and creative

problems.

In project-based learning, students

meticulously address specific issues relevant to

them, progressing through the following stages:

1. Goal-setting: Selecting project

activity topics, forming groups that include

students with diverse levels of proficiency.

2. Planning: Formulating

hypotheses, defining tasks, and identifying

potential information sources to address the

problem.

3. Execution: Developing skills in

information handling, synthesizing and

analyzing ideas, preparing projects for

presentation, and seeking guidance from

teachers in specialized disciplines.

4. Project defense: Collaborating

with the teacher, students engage in

discussions and evaluations of the results

achieved in their projects.

The creative process inherent in the project

activities of aspiring specialists fosters an

environment conducive to paired, intra-group, and

inter-group student interaction, as well as interaction

between teachers and students. This environment

cultivates a sense of community, collegiality, mutual

respect, and healthy competition.

Collaboration is also evident in the support

provided by more successful students to those who

may be struggling, especially when the latter have

valid reasons for missing classes. In such cases, less

successful students prepare a report on their work

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for evaluation using the "Web Quest" format. The

entire work scenario, including introduction,

description, thematic situation, assignment, stages of

implementation, and sources, is presented in

electronic form. This format enables students to

answer compiled questions themselves.

As interactive learning methods, these

technologies contribute to the intellectual and moral

development of students. They promote

independence, goodwill, and a reduction in the

number of uncertified students due to active

participation in project work.

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