Independent learning technologies have revolutionized foreign language teaching by allowing students to control their own learning path. This article examines the use of independent learning tools, such as mobile applications, artificial intelligence-based platforms, and online resources, in foreign language teaching. Drawing on the literature on independent learning, the technologies used in the context of teaching German as a foreign language and teaching Uzbek are analyzed. Examples demonstrate the impact of these technologies on motivation, personalization, and professional development. The discussion of the problem highlights the benefits, challenges, and future prospects, emphasizing the need for balanced teacher leadership.
| Mualliflar | Tairova, Sevara, Таирова, Севара, Tairova, Sevara |
|---|---|
| Jurnal | Хорижий лингвистика ва лингводидактика |
| Nashr sanasi | 2025-06-25 |
| Jild | 3 |
| Son | 6/S |
| Betlar | 268-272 |
| Til | O‘zbek |
| DOI | 10.47689/2181-3701-vol3-iss6/s-pp268-272 |
DOI: 10.47689/2181-3701-vol3-iss6/s-pp268-272 · Maqolaning asl sahifasi
самостоятельное обучение, преподавание иностранных языков, немецкий язык, узбекский язык, мобильные приложения, искусственный интеллект, цифровые технологии, автономия учащихся, виртуальная реальность, методы изучения языка, Independent learning, foreign language teaching, German, Uzbek, mobile applications, artificial intelligence, digital technologies, learner autonomy, virtual reality, language learning methods, mustaqil ta’lim, chet tili o‘qitish, nemis tili, o‘zbek tili, mobil ilovalar, sun’iy intellekt, raqamli texnologiyalar, o‘quvchi avtonomiyasi, virtual haqiqat, til o‘rganish metodlari
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