The significance of developing reading skills and the use

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At Samarkand state University teaching and learning processes are being held by MOODLE, one of the most popular course management systems (CMS) where students get materials and tasks prepared by teachers and by ZOOM meetings where teachers and students work together.

Data Collection and Analysis

Data presented here were gathered through data records in the CMS Moodle, focus group sessions, and the teacher’s journal. Data were collected at the beginning of first academic semester (November-February) of 2020-2021. The selected groups are first year students of International Programming faculty of Samarkand State University, 101- group specialized on History of Great Silk Way and 106-group specialized on Computer programming. Each group consists of 7-10 students, ages about between 18 to 22. When they were questioned about their background English in the introduction lesson as it was off-line, the majority students have studied English for six months to one year. There is considerable difference in level because they came from different places with different level of English learning.
Since it was the beginning of the study year, I could analyze only one reading material which was taken from the Internet (www.britishcouncil.org/learnenglishteens). When both groups were given the same level reading materials (level B1), the students of group 101 asked to change the reading material as it was difficult for them, while group 106 students showed the ability doing it. And the reading materials with level A2 was chosen to the group 101.

Data records in the CMS Moodle

There are the course content organization, evaluations, assignments, forums and chats sessions, as well as the e-mail exchanges that occurred between the teacher and the students. The course content in the platform, assignments and evaluations were presented in English. Students sometimes used Uzbek in the forums, chats and e-mail communication with the teacher. They spoke their native tongue because they found that their proficiency in English was not enough to express their opinions, ask questions or request clarifications and explanations. The teacher accepted English and Uzbek as the means of communication to facilitate the learning process. The course content, readings and exercises were presented in English.