International Journal on Integrated Education e-ISSN : 2620 - 3502

p-ISSN : 2615 - 3785

https://journals.researchparks.org/index.php/IJIE

Learning Russian Language by Multimedia Resources

Khatamov Ildar Urakovich

Russian language teacher, Department of Uzbek Language and Literature
Karshi Engineering-Economics institute, Karshi, Uzbekistan

Abstract: Technology is the most useful resource in present time not for learners but also for
engineers who are working at the factory. Without technology no future could be constructed in
any domains of life. Learning Russian language by multimedia resource is very efficient way of
building linguistic competences. Visuals are very important to watch and listen documentaries in
Russian language. This paper highlights the essential ways of acquisition language by involving
multimedia resources in the workplace or classes. The learners are able to acquire technical
terminology through multimedia applications.
Keywords: technology, multimedia resources, Russian language, visuals.
---------------------------------------------------------------------------------------------------------------------
Introduction. At present new innovative technology covers all spheres of life, especially, in
education system of our country as it promotes language learners increasing communicative
competences in their specialization. The multimedia, especially, visuals in Russian language
teaching has been the researchers’ main attention in recent years. Education, especially, SL
teaching, has to adapt and renew itself to be compatible with the globalized world. Furthermore,
we, teachers of language, prefer using visuals in their language classes because it enhances
learners acquiring vocabulary knowledge as well as gaining linguistic skills in learning language
with high interest. Besides, visuals help learners to improve their linguistic skills (writing,
speaking, listening, and reading). In particular, screened visuals is very important in enhancing
adults’ oral comprehension (introduction to different accents, dialects, and speech) as well as
listening comprehension (dialogues, and acquisition of new vocabulary knowledge and
terminology in the field of petroleum engineering). Moreover, we carried out an experiment with
the adult learners at the faculty of oil and gas, Karshi engineering-Economics institute, Karshi,
Uzbekistan. The selected participants were forty who were invited to be interviewed with
questionnaire which consisted of a variety of questions regarding to their interest in visuals.
The advantages of utilizing multimedia in language teaching. A widespread multimedia tool
that has both visual and audio content is video. It is possible to state the advantages of videos via
using the terms diversity, facilities and creativity.
Videos can be useful particularly to create learner curiosity and arouse interest. Zhu (2012)
focuses on the diversity feature of videos. Video appeals to different senses via at the same time.
This variety is of great significance in terms of addressing different learners and learning styles.
Besides image and sound, video also offers facilities (10:235), which are play controls,
transcripts, subtitles and captions.
Furthermore, technology brings flexibility and choice to education (8). Teachers have the
freedom to create their own videos using different multimedia tools such as cameras, mobile
phones, websites and animation software. That is to say, instead of mechanical Fill in the blanks
or Write the past form of the verbs exercises in the course books, an animated video would be
more beneficial. Along with these, videos can be of vital help in contextualizing the language

Copyright (c) 2023 Author (s). This is an open-access article distributed under the
terms of Creative Commons Attribution License (CC BY).To view a copy of this Volume 6, Issue 6 | Jun -2023 | 117
license, visit https://creativecommons.org/licenses/by/4.0/
International Journal on Integrated Education e-ISSN : 26203502
IJIE | Research Parks Publishing (IDEAS Lab) p-ISSN : 26153785

items. On the other hand, there are also cautious approaches to multimedia tools. In this context,
the issues that attract notice are purpose and selection of videos, and nature of language.
As suggested by Zhu (12:135), language teachers should be very clear that multimedia is one of
means of assistance for English teaching but not the whole teaching. The video should be used to
reach a learning goal (9), not just to color the lesson. It is not realistic to expect learners to learn
language more easily and effectively because of just using technological devices. Similarly, the
materials need to be carefully selected and designed. In this process, the learners’ level, age,
interest and background should be considered. A material that worked well in a class may not
work in another class.
Research methods. In recent years, multimedia resources were being used in all domains of life
such as in education system, offices, firms, companies and factories because of increasing
interest of people around the globe. However, using multimedia at higher education is not new
today because teachers have been using it for many years as it may be able to enhance their
knowledge in macro skills such as (listening, writing, speaking, and reading). In particular,
listening and speaking skills need visuals because they involve learners in better understanding
the spoken context and could catch the words one by one. We conducted research on the issues
of multimedia application is important for adult learners at classes of Russian language for
petroleum engineering. The forty students were chosen to be interviewed by the survey. The
questionnaire focused on different questions presenting essential side of visuals in classes of
Russian languages. The questionnaire was consists of:
1. Is multimedia essential for Russian language learning?
2. Are visuals useful to acquire petroleum engineering in Russian language?
3. Are listening and speaking skills improved by the help of multimedia?
4. Do you prefer learning Engineering sciences by multimedia resources comparing to books or
instructions?
Research Goals

As we can see the indicated results in the diagram that question 3 and question 1 is more
effective comparing to 2 and 4.
An increasing numbers of students preferred learning Russian language through multimedia
resources because this provide them with a lot of knowledge and instructions to follow and
theoretical knowledge and practice experience.
Copyright (c) 2023 Author (s). This is an open-access article distributed under the
terms of Creative Commons Attribution License (CC BY).To view a copy of this Volume 6, Issue 6 | Jun- 2023 | 118
license, visit https://creativecommons.org/licenses/by/4.0/
International Journal on Integrated Education e-ISSN : 26203502
IJIE | Research Parks Publishing (IDEAS Lab) p-ISSN : 26153785

A good deal of adult learners stated that their linguistic skills, especially, speaking and listening
are improved thanks to multimedia resources, visuals.
Conclusion. Any language cannot be spoken or written without words or specific terms.
Furthermore, a word may relate to any branches of science but specific terminology only
specifies specialization of that field of study. Furthermore, the terminology of specific field
characterizes the objects which employed in that industry (X. Abdinazarov. 2023:203-204). We
are sure that multimedia presents a powerful learning environment for learners in the classroom.
Teachers are the main characters to employ video in educational contexts. Without any doubt,
technology has revolutionized society in many places around the globe, including how language
instruction is taught and delivered. The survey we carried out with the adult students was
effective for both teachers and learners because they know which way of learning a language is
more productive comparing to traditional.
References:
1. X. Abdinazarov. Terminology characterizing a wide range of objects. International journal
on integrated education. 2023.april. volume 6, issue 4.
2. Davies, R. (2006). The impact of technology on language teaching. Internet TESL journal.
2012
3. Hismanoglu, M (2012). “ Prospective language Teachers’ perceptions of ICT integration: A
study of distance higher education in Turkey. Educational technology & Society, 15(1), 185-
196.
4. Jurich, S. (2001). “ICT and the teaching of foreign languages”. Knowledge enterprise, Inc.
July 30, 2012.
5. Padurean, A, Margen .M. ( 2009). Foreign language teaching via ICT. Revista de informatica
Socialia, vol II.
6. Rahimi, M, Yadollahi, S (2011). ICT use in EFL classes: a focus on EFL teachers’
Characteristics. Published by Sciedu Press 17.
7. McLuhan, M (2012). “Web 2.0 and English language learning: Anew modal or Muddle?
September 02,2012.
8. Houcine, S (2011). “The effects of ICT on learning/teaching in a foreign language”.
September 01, 2012.
9. Crawford, J. (2002). The role of materials in the language classroom: Finding the balance. In
J. C Richards & W. A. Renandya (Eds.) Methodology in Language Teaching: An anthology
of current practice (pp. 80-91). Cambridge: CUP.
10. Motteram. G (2011). Developing language-learning materials with technology. In B.
Tomlinson (Ed.), Materials Development in Language Teaching (pp. 303-327). Cambridge:
CUP.
11. Pujola, J. T.(2002). Calling for help: Researching language learning strategies using help
facilities in a web-based multimedia program. Recall, 14(2), 235 262.
12. Richards, J. C. & Farrell, T. S. C. (2005). Professional development for language teachers
strategies for teacher learning. New York: Cambridge University Press.
13. Zhu, Y. F. (2012). Principles and Methods in Teaching English with Multimedia. In A. Xie
& X. Huang (Eds.) Advances in Computer Science and Education. (pp. 135-139) Berlin,
Heidelberg: Springer

Copyright (c) 2023 Author (s). This is an open-access article distributed under the
terms of Creative Commons Attribution License (CC BY).To view a copy of this Volume 6, Issue 6 | Jun- 2023 | 119
license, visit https://creativecommons.org/licenses/by/4.0/