In these processes, a Decree of the President of Uzbekistan signed on December 10, 2013 "On further measures foreign language learning system improvement" plays a special role in teaching foreign languages

C. PROCEDURE
Stages
Analysis of data
At the beginning of the research researcher observed several lessons with the control group of pupils. Also she used peer observation as her group mates were practicing at the same courses of study. During observations, researcher adopted various teaching styles, methods, the learners’ reactions, behavior, and interaction between teachers and young learners. The goal of these observations was to discover the learners’ weaknesses and choose particular activities to help them to improve their language skills.
The next stage of the research was to take a questionnaire from seventh grade pupils. There were 10 questions with multiple choices. The questionnaire was referred to pupils’ English language competence and computer intelligence. Questions were suitably organized according to levels of students. They were aimed to know their attitude to the new approach in learning English and their readiness to use computers as learning tool. Pupils were asked several grammar questions, computer related questions, such as what for do they use computers and etc.
Next stage of the research was a conduction of lessons with a group of seventh grade pupils. 12 lessons were held during the research.


CHAPTER IV
RESULTS AND DISCUSSION


Below we are going to describe some techniques for effective implementation of the new paradigm in English language teaching “computer-learner” in schools.
The goal of teaching English in schools is pupils’ communicative efficiency. In order to enable pupils make themselves understood, using their current proficiency to the fullest. They should try to avoid confusion, slips and errors in the message due to faulty pronunciation, grammar, or vocabulary, and to observe the social and cultural rules that apply in each communicational and educational situation.
Instructors and teachers can use a balanced activities approach that combines language input, structured output, and communicative output, so that to assist pupils develop their communicative efficiency in all four language skills.
However, some benefits and drawbacks of electronic tools, i.e. textbooks, should be taken into consideration.
What attracts teachers and students in multimedia (electronic) textbooks? The fact is that knowledge that provides a high level of language competence is always subject to rapid changes. Electronic textbooks allow you to track these changes and, thus, provide a high level of pupils’ training.
Advantages of electronic textbooks:

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  Visibility of the material presentation (use of diverse colors, illustrations, sound, video, animation, etc.).
  
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  Fast feedback (built-in test systems provide instant control over the assimilation of the material).
  
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  Interactive mode allows students to control the speed of educational material.
  
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  The possibility of regular updating of the textbook as new data become available (an electronic textbook is located in one specific place in the virtual space that millions of people have access to; in order to add or fix anything, it is enough to make changes to one file, and tomorrow millions of people will have an edited version of the old textbook).
  
• 
  Easy to use.
  

Disadvantages of existing electronic textbooks:

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  Lack of real account of the age characteristics of the declared range of learners.
  
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  Lack of linkage to specific lexical and grammatical material of the program, to which a pupil is engaged in.
  
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  Study of only 1 - 2 lexical topics in each textbook and the absence of a series of textbooks that respect the continuity of the lexical and grammatical material.
  
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  Limited opportunities for group and teamwork.
  
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  Lack of real communication, which cannot be programmed even in interactive mode.
  

These shortcomings do not make it possible to use electronic textbooks as the main means of teaching, leaving them an auxiliary, mostly training, role.

CHAPTER V.
FINAL REFLECTIONS