Linguodidactic Innovation of the 21st Century

Diyora Mirzganiyeva

doi:10.2024/r2zkmm23

Authors

Diyora Mirzganiyeva Student of the Uzbekistan State world Language University Author

DOI:

https://doi.org/10.2024/r2zkmm23

Keywords:

Linguodidactics, Language Learning, Educational Technology, Duolingo, Ibrat Academy, 21st Century Education, Gamified Learning, Artificial Intelligence in Education, Virtual Classrooms, Regional Language Learning

Abstract

The 21st century has seen dramatic changes in the field of linguodidactics, largely due to the rapid advancements in technology. This article explores key innovations in language teaching, highlighting the integration of technology in language learning, with a particular focus on applications such as Duolingo and Ibrat Academy. These platforms represent the shift toward personalized, gamified, and accessible language learning. Additionally, the article considers how artificial intelligence and virtual classrooms have revolutionized the traditional methods of teaching languages. The future of linguodidactics promises even greater innovations, with tools like virtual reality and augmented reality poised to take language learning to new immersive heights.

References

Godwin-Jones, R. (2015). Emerging technologies: The evolving roles of language teachers. Language Learning & Technology, 19(1), 10-14.

Reinhardt, J., & Sykes, J. (2014). Special issue commentary: Digital game and play activity in L2 teaching and learning. Language Learning & Technology, 18(2), 2-8.

Bahrami, F., & Ashrafi, E. (2020). The role of artificial intelligence in language learning. Journal of Language and Technology, 9(1), 55-65.

Fuchs, C., & Hauck, M. (2014). Virtual world language learning. Language Learning & Technology, 18(1), 63-73.

Gee, J. P. (2007). What video games have to teach us about learning and literacy.