DEVELOPING STUDENTS’ ORAL, WRITTEN, AND MULTIMODAL SPEECH IN MOTHER TONGUE LESSONS USING TEXT AND DIGITAL RESOURCES

Tokhtayeva Muqaddas Olimovna
Jizzakh State Pedagogical University
Preschool and primary education faculty
Primary education direction 2-year 811-Group student
Xadjimusayeva Nilufar
Scientific leader: Jizzakh State Pedagogical University
PhD in philology, associate professor

Annotation: this article highlights the importance of using text and digital resources in the development of oral, written and multimodal speech of students in native language lessons. The study analyzed the effectiveness of the development of speech activity of students through the use of a multimodal approach, that is, various semiotic systems such as text, image, audio and video. Also presented in elementary students are methods aimed at the formation of multimodal thinking, advantages and practical results of the use of digital resources. The results of the study showed that classes organized using multimodal resources significantly increase students' ability to communicate, express and think creatively.

Keywords: native language, multimodal speech, digital resources, oral speech, written speech, text, student activity, primary education, methodology.
Introduction: In the current era of globalization, the formation of complete feedback, communication and creative writing skills in the native language of students is one of the priorities of education.
While native language classes previously mainly emphasized oral and written speech, there is now a growing need to develop multimodal speech, that is, speech forms that are expressed on the basis of text, image, sound, video and digital elements.
The multimodal approach encourages students to actively participate in the course process, attracts their attention, facilitates the process of remembering and analyzing the studied topic. Therefore, the development of students’ oral, written and multimodal speech by harmonizing textual and digital resources in mother tongue lessons is considered an important scientific and practical topic.
Main part: Since oral speech is now slow in students, various methods for its development are being tested and put into practice. Why does speech really lag behind development? First of all, if we are looking for an answer to this question. There will be several reasons why speech does not develop:
1.Lack of vocabulary richness. The vocabulary should be sufficient to freely represent speech. Readers are unable to express their opinion clearly and colorfully due to limited vocabulary. In this case, they are often based on short and repeated sentences such as “I don’t know”, “it’s difficult”.
2.Lack of communication environment. The speech activity in many cases depends on the student’s environment. Without the ability to practice language at home or at school, students remain passive in speech.
3.Psychological barriers. Some students find it difficult to find a word due to fear, shyness, feeling uncomfortable when speaking. This reduces speech activity. By creating a warm and supportive environment by the teacher, positive stimulation reduces this problem.
The development of students’ speech in mother tongue lessons should not be limited to grammatical knowledge. The Moderna educational process requires to train the student to actively communicate, express his opinion through text, audio or video.
Text resources (stories, proverbs, poems, dialogues) expand the linguistic richness of readers.
Digital resources (interactive presentations, video lessons and audio materials) develop speech through vision, hearing and perception.
The multimodal teaching method has the following advantages:
it teaches students to think logically and creatively.;
increases the expressive richness of speech;
facilitates the receipt of information in various forms;
it gives the teacher the opportunity to relive the course of the lesson.
This approach harmoniously develops students’ reading, writing, listening and speaking skills.
In conclusion, the problems that prevent the development of oral speech are multifaceted, and in their elimination, not only the individual state of the student should be taken into account, but also teaching methods, communication environment and psychological states. To solve these problems, an integrated approach is necessary — techniques that combine vocabulary, grammar, listening comprehension, motivation and an interactive environment. We also took the shortcomings of the above educational methodology as a problem. In my opinion, the remaining problems can also be eliminated with the help of the methodology of a native language teacher. In this regard, A.R.Saifullayev, M.Halomirzayev, R.Saifullaeva, N.Kuhatov, A.Gülomov, B.Kabulova, N.Kasimova, M.The theoretical views that the kadyroves informed science are considered to be of importance. The teacher must set the study assignments for the students in such a way that each of them must be learned by the student. “It is necessary to create conditions for independent learning of the student, not to teach!”, D.Yolandeva.
We list below some of the methods that serve to form oral speech.1. The role of working with text. The reader is taught to create an oral statement from a written text. This skill is exactly necessary in real life – in conversation, argument, presentation, oral exams. There are also different ways to take it.
a) re-articulation:

• a simple narrative text is given
• the reader remembers it and re-expresses it verbally
• other readers listen and evaluate it
  Example: text: “Nigora helped her by seeing a bird falling out of her nest on the way back from class.”
  The reader verbally said, “it was his goodness that Nigora helped by seeing a bird on the road”.
  b) make a statement by changing the form.
  Verbal expression by changing the person, time, style of the text:
  Example: text: “I took a book to read from the library.”
  He changed: “he took books from the library.” (3rd Person, past tense
  Oral: “he took a book from the library yesterday, he was fun.”
  c) into paragraph
  The reader is given one simple sentence. On the basis of this sentence, he orally draws up a paragraph of 3-4 sentences
  Example: sentence: “children are playing football.”
  Oral argument: “the weather is good today. The children went out to the stadium after class. They are playing football. Everyone is happy.”

1. Communication environment and the role of motivation. The student’s speech activity often depends on the state of mind and the external environment. When interest is aroused, he begins to speak more freely.
   a) role-playing dialogue(role-playing game
   Students are given life situations. Each student verbally expresses their role
   Example: buyer and seller in the store.
   These exercises stimulate the student to compose a speech that is appropriate and free to the situation.
   b) debate and debate (debate
   Students are divided into subgroups. Positive and negative thoughts on one topic are spoken verbally. Through the argument in the middle, speech activity increases
   Example: “should we keep the water, not?”
   Group 1: “it is necessary, because there is no life without water”
   Group 2: “Sometimes it does not happen, because in our daily life it is very necessary.”
   c) assignments based on personal experience
   The reader is asked to tell a personal story. This opens up his emotional world, freedom of speech increases
   Example: “tell me about the day you are most remembered.”
   Experience: we have also developed a method for 3rd graders whose oral speech is not well formed. This method is as follows: you can perform the method 8-10 minutes before the end of the lesson. On several pieces of paper, the word courage or truth is hidden and put on the board. The reader goes to the board and chooses one of the papers. If the word truth chooses the paper in which it is hidden, it speaks to its own will. For example, he can also tell some interesting story in his life or tell about the topic. If the word courage chooses the paper in which it is hidden, a situation is given by the teacher or the student, and the student must make a speech in the same position. For example, who will you see yourself as in the future? You can say Tell us that you got into that situation. That is, similar life situations are given.
   For 3rd grade native language classes, this method was tried. In the beginning, when there was time for two students in one lesson, after three to four lessons, five students in one lesson became talkative.

Week
Total students Number of students who participated
Number of students who spoke orally
1-hafta 20 3 1
2-hafta 20 3 2
3-hafta 20 5 4
4-hafta 20 6 5

At the very beginning, students were also hesitant to go out to the board and talk. Out on the board
only looked at the ground. Those who tried to speak were also confused, unable to speak their thoughts in order. I would say that this method, which was carried out for four weeks, gave a good result of 80-85%. Even struggling to talk about himself, the readers were able to talk about various life situations, much pressing their excitement. The more diverse, interesting the lessons, the more passionately the child begins to learn it.
What to do in the development of oral and written speech of students using text and digital resources, what ways to apply effective and to prevent problems, I will mention the following suggestions.

1. Regular introduction of multimodal tasks in native language lessons (text + image + audio).
2. Train teachers to effectively use digital didactic tools.
3. Development of a national methodological guide for multimodal teaching for elementary students.
4. Development of criteria for assessing multimodal competence at each class stage.
   In place of the conclusion, it should be said that since the excellent oral literacy of our future specialists has risen to the level of the main issue of the day, we must contribute to achieving this not only in the lessons of native language and literature, but throughout the educational activity. “The development of speech is not only the task of native language science, but also the current task of the family and the public today.” (A. Gülomov, M. Kadyrov, M.Ernazarova and others, 2012)speech development is a necessary tool for successful communication not only in scientific and academic activities, but also in everyday life. It also has a positive effect on the personal and professional development of students.
   List of literature used:
   1.Askarova, M. (2014) issues of Uzbek linguistics, materials of the scientific theoretical conference. – T.222.
   2.Kasimova, K. S. Matjonov and b. (2009) native language teaching methodology. (Pp. 167, 301-303).
   3.Yolandeva D (2021). Methodology for teaching the Uzbek language. – Durdona publishing house.
   4.Kholmatova, O. O. K. (2023). COGNITIVE CHARACTERISTICS OF THE CONCEPT OF QUANTITY IN UZBEK FOLK PROVERBS. Oriental renaissance: Innovative, educational, natural and social sciences, 3(7), 292-299.
   5.Gulomov A, et al. Methodology for teaching the native language. – T.: “Science and technology
5. Lian, R. (2022). The Effects of Multimodal Teaching for Primary Students in L2 Primary School Classrooms. Atlantis Press.
6. Linder, R. (2024). Multimodal Resources and Approaches for Teaching and Learning: An Integrative Literature Review. Education Sciences, 14 (9), 10-10.
7. Hadizadeh, A. (2025). Exploring the Impact of Multimodal Language Learning Activities on Oral Skill Development: A Study of in-Class Oral Speech, PowerPoint Presentations, Video, and Blog Projects. Journal of Language Research, 9(1), 52-72.
   9.Turšynbaeva, A. (2024). Teaching Speaking Through Multimodal Texts in English. Field-Foreign Education.
8. Dada, C. (2025). Integrating Technology for Multimodal Literacy in English. NIU Humanities Journal.
   11.Khairullaeva, M. (2023). The influence of digital educational technologies in the elementary grades on the development of speech. Journal of educational innovation, 3(2), 44-49.

Cold Are the December Fields

and vast,

see the far evergreens dutiful,

sagacious and still

but wait, what’s this?

the afternoon winds,

vexatious and letting

the world know it is 

winter’s turn…

I had a vision in which

I asked an old man,

‘Do you see the coyotes here?’

He answered, ‘Yes,’

and in the vision, I walked incredibly

far by the near frozen river and

the coyotes walked alongside me,

for we were friends and family,

living on the outside of worlds,

by purlieu and perimeter…

yes, ‘round almost unknown old

lonesome loams,

in the cold December fields

~~~~~

WALKING IN A SPRING DRIZZLE 

Rain shellacs sidewalk. 

Store window mirrors reflect 

my dim shadowed face. 

STAR ON STAR 

your Virtuosa meets my Athlete 

where we latch unlatch and latch 

we touch on touch 

we breath on breath 

we wet on wet, with fold on fold 

among the night’s mighty echoes 

ecstatic/static/attic’s-tick-tick 

each star as perfect as the next 

in the vast topless sky 

“always” we lie on lie 

HORIZONS 

Tomorrow’s moon 

baldandwhite 

at horizon 

hesitates. 

(thunder’s hero, 

the promise) 

Your looking glass 

ghosts linger, 

your memories 

forever 

themselves; and each 

one’s a wave 

and each, a beach 

that it shaves. 

(moonmirror shows 

the menace) 

Dancing like fire 

in the foam, 

you’re a highwire 

thunderstorm! 

(horizon’s coast, 

the phoenix) 

Your poemcandle 

starts to die. 

First it stutters 

then it sighs — 

our darkhidden 

beginnings, 

unforgiven 

endings. 

(yesterday’s ghost, 

the furnace) 

CAKE’S CONSUMED, CANDLE’S EXTINGUISHED, BALLOON’S POPPED OR DEFLATED

This is the first day

of the last year

of my sixth decade.

The best weather, has it pased?

The days of the new moon aren’t done.

There are kisses to come yet

and tequila worms to swallow.

And thus, I turn off the pensive lights.

THE WHY OF POETRY

Medicine men summon the sacred smoke

of sage sweetgrass and cedar.

They unrein the Dream.

And poets compose.

They unmine the mindfield,

incite

insight.

Time / still moves / while standing still

Is political time, is archipelago
time. “Why should we have
half the islands on one time &
the other half on another when
they’re only fifteen minutes apart?”
So some adjusted the local IDL
with an eastern bulge while others
moved it westwards. On Taveuni

Island, in the Fiji archipelago, one
can stand across the actual Prime
Meridian, have one foot in today, the
other in yesterday. Then, without
moving an inch, have one foot in to-
morrow while still balancing in today.

wingding

Pigeons & buses
jostle for space

in the eye of
the hurricane.

alt-Zen

Seeking peace
from a piece
of pizza.


Intelligent Design

He considered poems to be
a form of get well cards, was
always upset that they never
came in addressed envelopes.

A note

Being an expat-
riate doesn’t

mean being an
ex-patriot. I

still cling to my
country of origin.

Fender Bender

A within-subjects study is investi-
gating whether using multidose
vials or old-school flash cards is

more efficacious. Both are some-
what pointless, & may be hazardous.
Even dead batteries can still produce

some electricity. It’s why, to overcome
its innate low speeds, a Pokémon of
Sassy nature welcomes Bitter berries.

PROMISES, PROMISES, PROMISES!

A bully. Liar. Con man. Lifelong cheat.
Convicted felon. No respect for law.
Uneducated voters think he’s God—
or sent by God to fix an unfair world
where being male and white is not enough.
They call on God—the other one, on high—
to bless their hatred with prosperity.
And God—the one in D.C—answers prayers
by suing foes, unleashing private armies
on immigrants, and posting diatribes.

But now the presidential crown’s at risk.
Epstein’s ring of wealthy pedophiles
provokes the cry, “Release the Epstein files!”
He stalls, resists, twists arms— then flips. Agrees.
In videos and photos, Don and Jeff
are partying together, side by side.
So—yes, he says he’ll do the big reveal.
But will the files be whole– or missing chunks,
with names redacted, segments lost or trashed?
And Epstein’s dead. Convenient. He can’t talk.

You think we’ll finally see hard evidence
that “grab ‘em by the pussy”—basic rape,
two dozen charges, one conviction– rape
has always been a hobby? Would an isle
of teen-aged girls be catnip to this tom?
Release the Epstein files? He signed the bill.
But will we ever see them? Sure! When hell-
fire freezes solid, grocery prices fall,
and health care is available to all.
His handlers won’t finance a losing game.

Copyright 11/25 Patricia Doyne

The Importance of Digital Literacy in the Modern World

In today’s rapidly evolving technological landscape, digital literacy has become an indispensable skill for individuals across all walks of life. Digital literacy means more than just the ability to use a computer or smartphone; it encompasses the capacity to critically evaluate digital content, communicate effectively through digital platforms, and safely navigate the online environment.

Enhancing Communication and Social Interaction

With the rise of the internet and digital devices, communication has transcended traditional boundaries. Digital literacy empowers people to connect instantly through emails, social networks, and video calls. This accessibility enriches personal relationships and expands professional networks, fostering cross-cultural understanding and collaboration.

Facilitating Access to Information and Lifelong Learning

The digital world offers an enormous amount of information at one’s fingertips. Having the skills to find, assess, and apply this information accurately is crucial in education, research, and day-to-day decision-making. Digital literacy encourages self-directed learning and adaptation in an era where knowledge rapidly evolves.

Boosting Employment and Economic Growth

In the modern job market, digital competence is often a prerequisite. From basic computer skills to advanced data analysis, employees with strong digital literacy can perform tasks more efficiently and innovate within their roles. Organizations that invest in digital transformation experience improved productivity, competitive advantage, and market growth, which in turn stimulates the economy.

Addressing Challenges and Promoting Responsible Use

Despite its advantages, digital technology also poses risks such as misinformation, cyberbullying, and privacy breaches. A digitally literate person understands these challenges and applies ethical standards while using technology. Awareness of cybersecurity practices and digital etiquette ensures a safer online environment for everyone.

Supporting Social Inclusion and Empowerment

Digital literacy reduces the digital divide by enabling marginalized groups to access resources and opportunities previously out of reach. It fosters empowerment by providing tools for civic engagement, access to healthcare information, and participation in digital economies.

Conclusion

Digital literacy is foundational for navigating the complexities of the 21st century. It enhances communication, education, employment, and social inclusion while promoting responsible digital citizenship. Societies that prioritize digital literacy are better equipped to harness technology’s full potential, ensuring sustainable development and global connectivity.

murmuration

the delicate thrum, heartbeat through my bound chest,
my palm pressed there like a promise,
every breath stolen from me like a murmuration of living feeling seeing i’m living
in the stars like a superhero. only now.

only now does the murmuration of my heartbeat slow, the murmuration of birds slow their pace. i’ve
been taught to exist without realizing.. the gentle murmurs
of your heart have become a gift.

i didn’t realize i missed you until i stood
under the sky with the world opened up to me and i murmuredation, please come home. we are both home.

if we are both home then why do i feel lost?
when my mom told me it wasn’t a panic attack

all i wanted was you. your delicate murmuration thrumming through my bones. your comfort.
when i picture you i feel safe.
i watch birds and i feel like i’m floating away. i could
take off in search of them but i think you’d notice.

i hope so. i notice every murmuration, we are a murmuration, aren’t we? a flock of birds,
we rise, we fall, i missed you you you
it’s hard to realize i missed you until i see you

and you say you missed me and i say it back and i feel right again,
not just a stolen wish floating away to a star-ling.