Ключевые слова - Pedagogs international research journal

Ключевые слова: программное обеспечение для конференций,
электронные конференции, приложения технологий, обработка текстов,
электронная почта, веб-сайты курсов, онлайн-лаборатории письма и
компьютерные конференции, синхронные и асинхронные методы обучения
There is no denying that the digital era has had an impact on both schooling and
daily life in general. The quick advancement of information and communication
technology (ICT), the abundance of Web-based resources available to educational
institutions, and the steadily rising technical proficiency of students are all examples
of how this is altering how we teach and learn (Arna Peretz, 2005). According to
Warschauer (2004), the changes in language teaching are most obvious in written
communication, where ICT availability and proliferation have altered both native and
“PEDAGOGS”
international research journal ISSN:
2181-4027
_SJIF:
4.995
www.pedagoglar.uz
Volume-26, Issue-2, January - 2023
107
nonnative writers' reasons for writing, the written genres they use, as well as the
characteristics of their audiences and authors. In essence, computer-mediated
communication (CMC) has changed the genres we write in, how we share and receive
information, how we educate and learn, and more (Barker 2002; Warschauer 2002;
Warschauer 2004). According to Corich, Kinshuk, and Hunt (2004), the recognition of
possible uses of CMC for educational purposes has been facilitated by the adaptability
of e-learning and the rise of WEB enabled learning management systems. They
concentrate their attention on the educational benefits of CMC technologies in general
and of online discussion forums in particular, claiming that the latter foster student
cooperation on assignments, increase communication among course participants, and
develop higher-order thinking abilities (Corich, Kinshuk, and Hunt 2004).
Technology use as a teaching and learning tool is becoming more and more
mandatory. The use of technology to help students take control of their academic
writing is discussed in this article. Applications might be straightforward (like text
processing) or complicated (such as running an entire course online using conferencing
software).
Our goals in this article are to:
• give a general overview of the types of technology that can be used to improve
student writing;
• look at how Internet-based resources can improve students' writing;
• look at how electronic conferencing can improve student writing;
The contribution of electronic conferencing to the writing process has a
facilitative impact allowing for the quick flow of ideas, information, and resources
amongst students as well as interactions between students from other campuses, as well
as from various nations and cultures. Most likely, teachers and students are already
extremely familiar with several applications of technology, such as word processing
and email.
With word processing, you may revise your writing in great detail, and kids could
find the grammar, spelling, and word count features helpful. However, students'
working styles differ greatly. Some may utilize word processing solely for their final
draft after working and revising on paper, while others may write straight on the
computer screen. It may be advantageous to require pupils to work on a computer so
they do not have to retype their work if you allow or ask them to alter written work in
response to comments from you or their peers.
Students can quickly communicate with one another, professors, and exchange
materials and ideas using electronic mail. At the moment, email is used for at least four
different purposes: private communication, messaging conferencing systems,
delivering homework to professors, and sending and receiving messages on the
Internet.
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