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封面
浙江师范大学硕士学位论文答辩委员会决议书
DECLARATION
英文摘要
致谢
目录
CHAPTER–1 INTRODUCTION
1.1 The use of ICTs in teaching and learning Uzbekistan during the pandemic period
1.2 Rationale
1.3 Statement of the problem
1.4 Research Questions
CHAPTER–2 LITERATURE REVIEW
2.1 Definitions of online education and ICT
2.2 Types of ICTs for learning
2.3 Approaches Related to the Study
2.4 Learning preferences
2.4.1 Developing L2 Learning Skills
2.5 Challenges of Using ICTs in Education
2.5.1 Having Access to ICT Devices
2.5.2 Lacking Skills and Training Courses
2.5.3 Inability of Using ICTs (Technophobia)
2.6 Theoretical frameworks of online learning during COVID-19
CHAPTER–3 METHODOLOGY
3.1 Research design
3.2 Participants
3.3 Instruments
3.4 Ethical issues of the study
3.5 Data Analysis
CHAPTER–4 RESULTS
4.1. Using online classes for learning English during pandemic
4.2 The possibility of permanent connection to the network
4.3 Learning secondary school courses online
4.4 Diversity of online learning platforms
4.5 Preparation for online learning and teaching at the beginning of the COVID-19 breakdown
4.6 Periodicity of student attendance in online classes
4.7 Duration of online lessons
4.8 Convenience of ICT and Online lessons for students
4.9 Adaptation of students to new technologies
4.10 The learning environment of students during the online study period in quarantine
4.11 Suitable learning time for learning English
4.12 Provision of educational materials for students in online learning
4.13 Students online learning attitudes during pandemic
4.14 Preferable tools for online learning English
4.15 Kind of courses which take online during the pandemic
4.16 Distraction factors of students during your online learning
4.17 Students’ best gain from online learning
CHAPTER–5 DISCUSSIONS
5.1 Online learning and usage of ICTs according to the students’ perspective
5.2 Online learning and ICT usage by the students in Karshi
5.3 The extent of using ICT tools in Uzbekistan by the students
5.4 Kinds of ICTs used by students in Uzbekistan
5.5 The Benefits or reasons of using ICTs in Uzbekistan in the students’ perspective
5.6 Online learning and ICT increase student's cognitive competence and creativity
5.7 ICT and online learning save effort and time
5.8 ICTs Make Students Confident and Independent
5.9 Qualitative data analysis
5.10 Experience of Online Learning Program:Students’ attitude
CHAPTER–6:CONCLUSIONS
6.1 Limitations of the study and further research
参考文献
APPENDIX
浙江师范大学学位论文诚信承诺书
声明

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Uzbekistan secondary school students’experiences in an online EFL course during COVID-19 and attitude toward learning English online

Khumora Pulatova Rakhmatulla kizi

浙江师范大学

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摘要：

The present research investigates Uzbekistan students’ perception factors who enroll in English courses at the secondary school in Karshi city, Uzbekistan. Karshi is a region in the south of Uzbekistan Republic that has undergone significant educational system changes. Using online learning and ICTs (information communication technologies) for teaching and learning English gives a vital role in the system. Many researchers wrote about the benefits and challenges of online learning. The effectiveness of online learning is most expressed in the ability to study English at home. As a rule, it is essential for the student that his contact with the teacher is not interrupted.

关键词：乌兹别克斯坦;中学生;网上学习;英语课程

授予单位：浙江师范大学

授予学位：硕士

学科专业：Comparative Education

导师姓名：Zhu Yue

学位年度：2021

语种：中文

分类号：H319.3

在线出版日期：2021-11-11（万方平台首次上网日期，不代表论文的发表时间）

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