Ways to use social network services web 2.0 in English lessons

Ways to use social network services web 2.0 in English lessons

Koygeldina Bakhitgul Zhumagalievna

College by named after M.O.Auezov ,Semey

It's worth remembering that right now, Modern education faces the challenge of using the network Social programs at college. Analysis of theoretical and analytical literature has shown that most scholars notice the need to use Web 2.0 in the educational process, but only some of them do. They have incorporated their initiatives in the area of teaching practices.

The possibility of using a computer in foreign language classes is determined by the specifics of the academic discipline. The leading component of the content of foreign language teaching is teaching various types of speech activity: speaking, listening, reading, writing [10].The use of multimedia tools contributes to the implementation of a personality-oriented approach to learning, provides individualization and differentiation, taking into account the characteristics of students. Computer-based learning makes it possible to organize the independent work of each student. Working with a computer helps to increase motivation and interest in learning. In addition, the computer allows you to completely eliminate one of the most important reasons for a negative attitude to learning – failure due to a lack of understanding of the material or a problem in knowledge. It is this aspect that is provided by the authors of many computer training programs. Working on a computer, the student gets the opportunity to bring the solution of the problem to the end, relying on the necessary help [10, p. 12].Educational Internet services should be focused at systematic training and development:

• Aspects of communicating skills in foreign languages, including their components: linguistic, sociolinguistic, socio-cultural, strategic, discursive, educational and cognitive;

• Presentation of networking skills and discussion of the outcomes of interacting with Internet resources;

• the ability to use the Internet resources for self-education in order to get acquainted with the cultural and historical heritage of various countries and peoples, as well as to act as a representative of the native culture, country, city

• The right to use the network's services to satisfy their knowledge and educational interests and needs[11].

E. G. Patarakin reveals the possibilities of social services to pedagogical practice [28]:

1.Usage of secure, open and free electronic services. The distribution of social services on a regular basis raises the amount of products, first of all, It is widely available and, secondly, it can be used in educational programs.

2.Self-creation of educational content online. On the basis of the very idea of 'network social services,' the nature of which is that participants themselves build and fill a virtual space, we can infer that now participants in the educational process can not only receive information from the Internet, but also be authors of materials, filling the network with new educational content.

3.Developing ideas of information, knowledge and skills. A whole new area of growth and practice is opening up before the participants of the educational phase. New modes of activity, such as editing and writing documents, music recordings, photographs, lectures, allow you to gain the knowledge and skills required to improve the competitiveness of further professional practices in today's world.

4. Monitoring the activities of members of the practice community. Social services provide an opportunity for students from different cities and countries to participate in joint activities, scientific communities, and project development, which allows them to realize the main goal of foreign language education – the formation of foreign language communicative competence.Having examined the basic capabilities of social services, it is necessary to formulate the learning activities of students using Web 2.0. Yakovleva I. V. in the article "use of social network services in education," notes that social services are "new component of the educational virtual environment as a source of social and cultural experience, as well as additional and very effective support and development environment of the educational communications" [12].

• Housing of educational materials in a variety of formats;

• the placement on the Network of self-created content, as well as the outcomes of the author's actions using the roles of social services;

• Creation of shared instructional materials with other members in the learning activities (reference points, presentations, articles, etc.);

• Social networks:

-with the teacher (consultations on the use of contact services, Includes video data transfer services);

-Students (communication in blogs and on-line discussions at a time

Carry out collaborative activities and arrange instructional materialsб Reporting).

• Control of independent activities, access to knowledge sources with a view to

assessing the outcomes of their own work, review of progress of work on the basis of the proposed guidelines, algorithm or Standard of activity;

• External controls:

-on the part of the teacher (creation of external control conditions for students: drawing up marks, writing annotations on works, having transparent access to posted documents; checking the effects of student presence operations by the teacher with posted materials, quality of materials, quantity and quality of feedback and additions to content provided by other participants;

-on the part of the network community (by rating, writing reviews and comments; analytical assessment of the results of the network community's work)[13].This list of types of educational activities carried out with the help of social network services shows the variety of ways in which Web 2.0 can be used in training and also allows you to assess the feasibility of using Web 2.0 for educational purposes.Well, according to O. G. Pronina, there are four main aspects which make it possible to introduce social services into the educational environment[14]. The author points out that these aspects have a positive impact on the learning process in general and on each student in particular. Take these aspects into account (Table 1.1).

Table-1.1. Aspects of Web 2.0 implementation in education

O. G. Pronina recommends considering all columns and rows in this graph. The factors in the left column (research and language literacy) represent social and behavioral problems, while the data in the left column (collaboration and publication) point to the cognitive aspects of learning. If we consider this structure by sequence, the components of the upper row (research and collaboration) reflect educational process and the lower row (language literacy and publication) are learning outcomes. Let's look at every aspect in full.

1. Research. With Web 2.0 social services resources, students have the opportunity to apply new approaches to their research. Students became "independent researchers" due to emerging systems of data organization in the Internet world, new sources, forms and resources for requesting information.

2. Language literacy. The aim of this aspect is to increase the positive attitude to the language. The relationship between language and writing comes to the fore in this context. The students' thoughts are expressed through writing.

3. Cooperation. In this context, we mean the possibility of communication between network users using Web 2.0 social services. Cooperation in this environment allows students to organize their activities in such a way as to implement joint projects on the network, share experiences, and help each other in solving tasks.

4. Publication. With the help of the social network services, there is not only the creation of your own or a joint project on the network, but also the placement of the original works of the students, which should be done. Emphasised, available to the public and may be Used or viewed by all active participants in the education process.The introduction of Web 2.0 Internet technologies in the education process contributes to the development of student communication skills. The complexity and volume of the material varies and should correspond to the level of development of the students at each stage of the training.

The methodological potential of Web 2.0 social system allows you to:

• make a selection of different materials, such as texts, audio, video recordings, photos, graphic diagrams on the topics under study;

• Organize the debate on culture and culture Social issues in the whole class as well as in groups;

• Conduct a linguistic analysis of the spoken and written language of native speakers (representatives of different social groups, dialect speakers and accents);

• Organizing students' curricular and extra-curricular project activities;

• Build optimal opportunities for students with a high degree of communication skills in foreign languages to understand their intellectual potential[3, 6, 15].

The theoretical study of the problem determined the need to analyze this issue in the real educational process.The following tasks were set:

1. determine the degree of interest of foreign language teachers in using Web 2.0 social services in their lessons;

2. 2) to identify the level of interest of students in using the new generation of Internet technologies in the English lesson.

The following methods were used to solve the tasks set:

• teacher’s interviews;

• survey of students

So, an interview was conducted with foreign language teachers in order to identify their opinion on this issue. 7 people took part in the survey, the interview included the following 7 questions

1.Do you know how to use a computer and the Internet?

2. Do you use Internet resources in the lesson? If so, which ones?

3. Does your class have sufficient technical equipment to use the Internet in the classroom?

4.Do you use Web 2.0 social networking services in class? Web 2.0 social network services are modern means of the Internet that support group interaction of members of the network community (for example, blog, podcasts, Skype,

YouTube, Wiki, social networks VKontakte, FaceBook, etc.)

5. What are the difficulties when working with Web 2.0 social services?

6. Are you interested in using Web 2.0 social services in the future

in class?

7. Do you think that the use of these services in the English lesson contributes to the improvement of all types of foreign language speech activity of students?

Based on the analysis of teachers ' answers to the first two questions, it can be confidently stated that 100% of foreign language teachers own a computer and use Internet resources in the classroom (drawing1)

Diagram 1. Using Internet resources in the classroom.These resources include the Google search engine (80%), as well as thematerials of the BBC website (20%) (diagram 2)

Diagram 2. Internet resources.An analysis of the answers to the third question showed that foreign language classrooms do not have sufficient technical equipment: 92% of teachers have adesktop computer with access to the network, 8 % have a projector (diagram 3).

Diagram 3. Technical equipment of the classroom7As a result of the analysis of the answers tothe fourth question, it turned out that the majority of teachers (80%) do not use online social services Web 2.0 in a foreign language lesson, and only 20% use them in their work (Diagram 4). When answering this question, some teachers found it difficult to define the concept of Web 2.0, which allows us to conclude that the use of network services in learning a foreign languageat school is low. Using Web 2.0 social services in an English lesson.Among the existing difficulties in using social services when teaching a foreign language, teachers noted the following: low level of knowledge and experience in this field (70%), insufficient technical equipment (20%), lack of time (10%) . Difficulties when using Web 2.0 social services.After analyzing the answers of teachers to the sixth question, we can say that 80 % of teachers would like to use Web 2.0 social services in their work at school in the future, while 20 % were against innovations (diagram 6). It is worth noting that, despite the fact that 20 % of teachers would not like to use these technologies in their teaching activities, 90 % of respondents, answering the seventh question, noted the undeniable potential of Web 2.0 for improvement all types of foreign language speech activity of students in a foreign language lesson. Only 5 % opposed this statement (diagram 7).

Diagram 6 Diagram 7

The analysis of the interview data of foreign language teachers of school No. 29 allows us to conclude that, despite the obvious interest in new Internet technologies, highlighting their pedagogical potential, teachers for the most part do not use Web 2.0 services as one of the means of learning English in their work.In addition to the teachers, the survey was conducted by students of the seventh grade (Appendix 2). A total of 24 people took part in the survey. Analysis of the responses to this questionnaire showed that 58 % of seventh grade students use the Internet 3-4 times a week, 29% - every day, 9% - every few weeks, and 4 % do not use the Internet at all .Frequency of Internet usage.Analyzing the purpose of using the Internet, we came to the conclusion that 96% of students use it for both entertainment and educational purposes, and only 4 % noted that they pursue only educational purposesIt turned out that students are active users of social services: they use the global Internet not only to search for information (17%), but also carry out activities to fill the network content (83%)It became obvious that absolutely all students (100%) visit and use Web 2.0 social services, such as YouTube, Twitter, VKontakte, etc.The majority of the survey participants noted that they work with Internet materials in English lessons (91%), 9% work rarelyThe absolute majority of participants supported the use of the World Wide Web and Web 2.0 social services when learning English at school (88%), and only 12% of participant.Summing up, we can conclude that in school the situation is as follows: teachers and students will know the existence of the latest Internet technologies, but primenenyat of the lesson the English language is not so often due to the lack of any experiences or knowledge in this area, because teachers and students have access to the Internet, that is, have all the opportunities to use social Web 2.0 services when learning a foreign language. Based on the above, there is a need to develop methodological recommendations for the organization of work with social networks. network services at an English lesson in a secondary school. We came to the conclusion that the key ways to use Web 2.0 services are the search, study and storage of electronic educational materials; independent creation of online educational content; the ability to participate in the creation and editing of collective projects; acquaintance with the experience of other people; social networking; control and self-control of the activities of community members.The role of Web 2.0 social services in English-language teaching was considered in this chapter, using examples of the use of Internet technologies such as websites, email, Wiki social services, Skype, podcasting, YouTube, and blog. We came to the conclusion that the social services mentioned above have a great educational potential, which is not only a source of additional scientific and methodological materials, but also a tool for developing the skills of foreign language speech.At the moment, the field of information and communication technologies has an impact on all spheres of development of society, not excluding the sphere of foreign language education. The rapid development of Internet technologies makes it possible to use the latest means of learning a foreign language, which allow you to create a communicative virtual social environment aimed at achieving the main goal of learning a foreign language – the formation of communicative foreign language competence. We have considered the main ways of using Web 2.0 social network services in learning a foreign language, defined the role and capabilities of these services in learning English, and also revealed the essence of the definition of "Web 2.0 social network services", highlighted their types and educational functions. For example, Web 2.0 social network services are modern tools, network software that supports group interactions of people who lead social networks. joint activities, the result of which is a priority in these services

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