INGLIZ TILINI 5 DAQIQALIK TOPSHIRIQLAR ORQALI O‘RGANISH
Том 3 № 8 (2026): Центральноазиатский журнал междисциплинарных исследований и менеджмента 125-129
Аннотация
Ushbu maqolada ingliz tilini mikro-o‘rganish (micro-learning) tamoyillari asosida 5 daqiqalik topshiriqlar orqali o‘rgatishning samaradorligi tahlil qilinadi. Tadqiqotning dolzarbligi o‘quvchilarning til o‘rganishga bo‘lgan qiziqishini saqlab qolish, muntazam mashg‘ulotlarni yo‘lga qo‘yish hamda qisqa vaqt ichida aniq natijalarga erishishga imkon beruvchi zamonaviy va samarali metodlarga bo‘lgan ehtiyoj bilan izohlanadi. Maqolada 5 daqiqalik mini-topshiriqlarning lug‘at boyligini kengaytirish, gapirish, tinglab tushunish va grammatik ko‘nikmalarni rivojlantirishdagi ahamiyati yoritiladi. Shuningdek, topshiriqlarning muntazam bajarilishi, amaliy yo‘naltirilganligi va o‘quvchilarning individual ehtiyojlariga moslashtirilishi masalalariga alohida e’tibor qaratiladi. Tadqiqot natijalari shuni ko‘rsatadiki, 5 daqiqalik topshiriqlardan tizimli foydalanish o‘quvchilarning motivatsiyasini oshirish, o‘quv materialini yaxshiroq o‘zlashtirish va ingliz tilini samarali hamda barqaror o‘rganishga xizmat qiladi.
Библиографические ссылки
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Egamberdiyeva, H. M. qizi. (2026). Microlearning and Its Effectiveness in English Vocabulary Acquisition. Version 1, June 15, 2026.
Ekizer, F. N., & Asma, B. (2026). Microlearning in Language Education: A Systematic Review of Emerging Trends and Challenges (2014–2025). Hacettepe University Journal of Education, 41(3), 534–553. https://doi.org/10.16986/hunefd.1755298
Assakhi, S. M., & Fakhrurriana, R. (2023). Short Videos on Social Media as Catalysts for English Language Learning Beyond the Classroom. BATARA DIDI: English Language Journal, 2(3), 131–140. https://doi.org/10.56209/badi.v2i3.116
Birmingham City University. (2026). Spaced Repetition and the 2357 Method. 15 April.
Prasittichok, P., & Smithsarakarn, P. N. (2024). The Effects of Microlearning on EFL Students’ English Speaking: A Systematic Review and Meta-Analysis. International Journal of Learning, Teaching and Educational Research, 23(4). https://doi.org/10.26803/ijlter.23.4.27
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