INGLIZ TILI O'QITISHDA INNOVATSION YONDASHUVLAR VA MULTIMODAL TEXNOLOGIYALAR INTEGRATSIYASI

365 INGLIZ TILI O‘QITISHDA INNOVATSION YONDASHUVLAR VA MULTIMODAL TEXNOLOGIYALAR INTEGRATSIYASI Zulfiya Xabirova Toshkent shahridagi Adju universiteti v.b.dotsent, mustaqil tadqiqotchi DOI: https://doi.org/10.5281/zenodo.17704563 Annotatsiya. Ushbu maqolada ingliz tili ta’limida zamonaviy metodologiyalarni multimodal texnologiyalar bilan uyg‘unlashtirishning afzalliklari yoritilgan. Tadqiqotda topshiriq asosidagi (TBLT), loyiha asosidagi (PBL) hamda teskari sinf (flipped classroom) metodlari sun’iy intellekt (AI), video, audio va interaktiv vositalar bilan integratsiyalangan holda o‘rganilgan. Natijalar shuni ko‘rsatadiki, multimodal yondashuv ta’lim jarayonini yanada qiziqarli, samarali va talaba markazli qiladi. Kalit so‘zlar: multimodal texnologiya, sun’iy intellekt, TBLT, flipped classroom, PBL, ingliz tili, ESP. Abstract. This article highlights the advantages of integrating modern methodologies with multimodal technologies in English language teaching. The study explores the application of task-based learning (TBLT), project-based learning (PBL), and the flipped classroom approach in combination with artificial intelligence (AI), video, audio, and interactive tools. The findings indicate that the multimodal approach makes the learning process more engaging, effective, and learner-centered. Keywords: multimodal technology, artificial intelligence, TBLT, flipped classroom, PBL, English language, ESP Kirish. XXI asrda til o‘rganish faqat matn yoki tinglash orqali emas, balki turli belgilar tizimi, ya’ni tasvir, ovoz, video va interaktiv muhit orqali amalga oshmoqda. Kress va van Lyuvin (2006) ta’kidlaganidek, multimodal o‘qitish bu ma’noni shakllantirish jarayonining yangi bosqichi. Mayerning (2001) “Ko‘p vositali o‘qitish nazariyasi”ga ko‘ra, matn va tasvirning uyg‘unligi o‘quvchilarning idrokini kuchaytiradi. O‘zbekiston Respublikasi ham bu borada sezilarli islohotlarni amalga oshirdi. 2022yilda tasdiqlangan “Xorijiy tillarni o‘rganishni ommalashtirish konsepsiyasi”da raqamli platformalar, audio-video manbalar va onlayn baholash tizimlarini qo‘llash alohida e’tirof etilgan. Shu bois ingliz tili ta’limida multimodal yondashuvni joriy etish ilmiy va amaliy jihatdan dolzarbdir. Tadqiqot metodologiyasi. Tadqiqotda aralash (mixed-methods) yondashuv qo‘llanilib, 60 nafar axborot texnologiyalari yo‘nalishidagi bakalavr talabalari ishtirok etishdi. Darslar 12 hafta davomida, haftasiga ikki marotaba 90 daqiqadan o‘tkazildi. Dasturda TBLT, PBL va flipped classroom yondashuvlari asosida multimodal resurslardan foydalanildi: video ma’ruzalar, interaktiv testlar, AI asosidagi tahlil vositalari (ChatGPT, Grammarly) va haqiqiy vizual hamda audio materiallar. 366 Tadqiqot jarayonida old-test va so‘ng-testlar orqali kvantitativ ma’lumotlar, shuningdek, suhbatlar, kuzatuvlar va talabalar kundaliklari orqali sifat ma’lumotlar to‘plandi. Natijalar statistik tahlil (paired-sample t-test) va Braun va Klark (2006)ning tematik tahlil metodikasi asosida o‘rganildi. Natijalar va muhokama. Natijalar multimodal yondashuv talabalarning ingliz tili kompetensiyalarini sezilarli darajada oshirganini ko‘rsatdi. Post-test natijalari pre-testga nisbatan yuqori bo‘lib, o‘quvchilarning so‘z boyligi, talaffuzi va og‘zaki nutqi yaxshilangan. Sifatli ma’lumotlar ham bu holatni tasdiqlaydi: talabalar multimodal vositalar darslarni “qiziqarli, tushunarli va interaktiv” deb baholashdi. Bir talaba shunday dedi: “Qisqa videolar va vizual vositalar grammatikani yodlamasdan tushunishimga yordam berdi.” AI vositalari (masalan, ChatGPT) o‘z-o‘zini tahlil qilish va xatolarni tuzatishda samarali bo‘lib, gamifikatsiya elementlari esa dars jarayonida motivatsiyani oshirdi. Ushbu natijalar Mayer (2009)ning “dual coding” nazariyasi va Kress va van Lyuvin (2006)ning multimodal diskurs nazariyasi bilan uyg‘un. Ular ma’lumot bir nechta sensor kanallar orqali berilganda idrok kuchayishini ta’kidlaydilar. Tadqiqot shuni ko‘rsatdiki, multimodal va AI yordamidagi ta’lim talabalarning avtonom o‘rganish ko‘nikmasini, ijodkorligini va tanqidiy fikrlash qobiliyatini rivojlantiradi. Ayniqsa, ESP (English for Specific Purposes) fanlarida bu yondashuv maxsus terminologiyani o‘rganish va amaliy kommunikatsiyani rivojlantirishda muhim ahamiyat kasb etadi. Xulosa. Mazkur tadqiqot ingliz tili o‘qitish jarayonida innovatsion metodlar va multimodal texnologiyalarni uyg‘unlashtirish samaradorligini amaliy tarzda ko‘rsatdi. TBLT, PBL va flipped classroom kabi metodlar multimodal resurslar bilan birgalikda qo‘llanilganda, talabalarning motivatsiyasi, ishtiroki va til kompetensiyasi sezilarli darajada ortdi. Sun’iy intellekt asosidagi vositalar individual fikr-mulohazalarni tezkor taqdim etish, talabalarga o‘z o‘rganish jarayonini boshqarish imkonini berdi. Shuningdek, bu yondashuvlar raqamli savodxonlik va kommunikativ ko‘nikmalarni rivojlantirishga xizmat qildi. Ammo texnologiya inson omilini to‘liq almashtira olmaydi. O‘qituvchi bu jarayonning markazida bo‘lib qoladi. U innovatsiyani to‘g‘ri yo‘naltiruvchi va talabalarda ijodiy tafakkurni rag‘batlantiruvchi shaxsdir. Kelgusida AI va multimodal ta’limning ESP sohasida qo‘llanilishi yanada kengayib, kontekstual o‘qitishning yangi imkoniyatlarini yaratadi. 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