American Journal of Interdisciplinary Research and Development ISSN Online: 2771-8948 Website: www.ajird.journalspark.org Volume 40, May- 2025 33 | P a g e THE IMPORTANCE OF INTERNET RESOURCES IN TEACHING VOCABULARY THROUGH COMMUNICATIVE LANGUAGE TEACHING Sultonova Nargiza Utkirbek qizi Master’s student at the University of Exact and Social Sciences E-mail: nargizamaxmudova0226@gmail.com Abstract This article investigates the effectiveness of using internet resources through CLT (Communicative Language Teaching) approaches for teaching vocabulary. Highlighting the crucial role of vocabulary acquisition in language learning, this study addresses the main difficulties students face during the process of learning a language and emphasize the methods. As the Internet technology is becoming common in the field of education, its support to learners’ is also significant. The given methodology in this article includes three important parts, such as preparation, accomplishment and evaluation. In this study we applied to qualitative approach including classroom observations and interviews by teacher in EFL setting and here it was used several internet resources such as e-dictionaries, websites and online videos. It can be visible from the results of our findings that these type of internet resources helped students in vocabulary acquisition by making it easier to learn, increase their motivation and communicative competence. The study gathers data on the usage of internet resources in CLT approaches which make the vocabulary acquisition easier, faster and more fascinating. Keywords: Communicative Language Teaching, qualitative approach, internet resources, vocabulary acquisition, communicative competence, digital tools, feedback. Introduction Vocabulary acquisition is considered one of the most crucial part of learning a foreign language. At this point integration of internet resources into vocabulary acquisition through CLT methods make the process more engaging, easier and more interactive. Vocabulary is one the most significant building block in any language [3; 13] and students should be actively involved in the process of learning new words. [3; 30] When it comes to CLT itself , it means a set of principles on the aims of language teaching , the process of learners learn language, type of classroom activities mostly correspond learning and the roles of teachers and students in the classroom. Aim of CLT sets the teaching of communicative competence. It includes some aspects of language knowledge American Journal of Interdisciplinary Research and Development ISSN Online: 2771-8948 Website: www.ajird.journalspark.org Volume 40, May- 2025 34 | P a g e such as knowing to use language for various aims and functions, to produce different kinds of texts and to maintain communication despite having limitations. [2; 2-3] When it comes to the theoretical aspect of the Communicative Approach, CLT aims to make the communicative competence the purpose in language teaching [1; 152] The role of internet has become common in many fields involving education particularly through CLT principles by offering plenty of useful websites, digital tools, online platforms and dictionaries in learning vocabulary as well. This circumstance is accessible, more engaging and viable for both teachers and learners. In this article we aim to investigate the role of internet in vocabulary acquisition through CLT principles emphasizing pedagogical and practical benefits of internet resources. Methods As methodology consists of three steps (preparation, accomplishment and assessment), all of them have important roles. First of all it is aimed to put clear purposes and find appropriate materials in preparation phase. In implementation phase it considered to accomplish the tasks by intriguing and interactive methods. Finally the assessment phase includes checking the knowledge and improvement of learners and giving feedback in order to help students to realize their weak points and further improvements. In this study we applied to qualitative method and our study was conducted in LC (Learning Centre) in EFL (English as Foreign Language) context over a period of a month. This study was conducted with intermediate level learners (aged 13-15) including 20 students with an English language teacher. The study emphasized to vocabulary lessons which were taught by using CLT method with the help of digital resources. We used some internet resources such as several websites and apps. Here can be seen these kind of digital resources which we used during our study: • Kahoot: it is a digital tool for interactive quizzes and revise the topics and vocabulary and it is based to the reply system of students which give the chance teachers and students to interact by competitive knowledge games. • Wordwall: students can work the quizzes, word games or match-ups related to the topic created by their teachers. It is very engaging, interesting and interactive type of the game which can be played by children and adults as well. • Duolingo: this app can be suitable for students in all levels from beginners to proficiency level. This app or website is considered very notable platform which make the learning process more interactive and easier. • Videos through You Tube: as it can be used for many purposes , for the improvement of vocabulary , several interesting lessons, methods or even games can be learned. In our study it was used the digital tools which was mentioned above through CLT-based lessons by the teacher in order to improve lexical resource in students by discussions and American Journal of Interdisciplinary Research and Development ISSN Online: 2771-8948 Website: www.ajird.journalspark.org Volume 40, May- 2025 35 | P a g e group tasks which also help to communicative skill of learners. Having carried the observations, interviews were taken from the teacher and given feedback. Results Several perceptible outcomes can be seen by the integration of internet resources into vocabulary acquisition through CLT approaches in this study: • Increasing communicative skills by vocabulary acquisition: it became easier for students to use new words in speaking more confidently without hesitation and in public. • Improvement in students’ participation: learners feel free in the participations of vocabulary exercises among their peers and the number of students have increased in the engagement of the tasks. • Increase in integration of games into vocabulary learning: the learners find games enjoyable as they are properly and clearly designed which give learners worthwhile and important communicative practice. [3; 167] • Time-management : with the help of these internet resources the majority of students can memorize many words for long-term in shorter period comparing to traditional methods. • Measuring vocabulary-based knowledge: by doing one or two activities in these websites or apps learners can easily check themselves and they can know in which topics they should work on and focus on better. • Interactive learning: especially for students in primary education it can be more engaging , interesting and easier. • Independency: through these tasks learners can do the tasks individually only with the help of the instructions given in the games and it also teach children to be self-directed by the given assignment. • Feedback: it is considered one of the most significant part not only in lexical resource, but also in other aspects and feedback also give chance students to know and analyze their weak points with the given feedback. Using these type of internet resources make the lessons more interactive and enhance vocabulary acquisition and communicative competence through Communicative Language Teaching. Discussion The findings of our study state the idea that internet resources can really improve the teaching of vocabulary when it comes with the principles of CLT. Furthermore, comparing to other methods such as traditional one it is more effective in many aspects. American Journal of Interdisciplinary Research and Development ISSN Online: 2771-8948 Website: www.ajird.journalspark.org Volume 40, May- 2025 36 | P a g e Pedagogical implications The observed study in the use of vocabulary depicts that it can be achieved better outcomes with the help of internet resources through Communicative Language Teaching. Moreover these digital tools created more opportunities for students and make the lessons and learning process interactive. Limitations and future research There is a limitation should be mentioned and it is related to the duration of study as it lasted only four weeks. It may have some challenges to identify the clear outcome. Future research should examine the long-term retention of vocabulary acquisition through CLT principles. The study suggests that internet resources can significantly help for the vocabulary acquisition , if it is correctly chosen and used. Conclusion The integration of internet resources into vocabulary teaching based on CLT approaches plays very crucial role in order to create more interactive, engaging and beneficial lessons for students. By highlighting these digital tools, it can be created interactive and effective classes and it can also be motivating and engaging for them. In further studies it can be investigated more about long-term effects of this circumstance and can be used in different classes with learners in different ages. Consequently, it also helps students to work individually. References: 1. Diane Larsen-Freeman & Marti Anderson (2011) Techniques & Principles in Language teaching, Oxford University Press, 152-167 2. Richards. J.C (2006) Communicative Language Teaching Today, Cambridge University Press, 2-3 3. Scott Thornbury (2002) How to Teach Vocabulary, Essex, Pearson Education Limited.