Theoretical foundations and practical experience of using Mentimeter WordCloud application in Uzbek language classes for higher education students

Abstract

The integration of interactive digital tools in higher education plays an important role in enhancing student engagement and instructional effectiveness. This study examines the theoretical foundations and practical implementation of the Mentimeter WordCloud feature in Uzbek language classes using a quasi-experimental design involving 50 third-year students divided into control and experimental groups. Over four instructional sessions, the experimental group engaged in real-time WordCloud-based activities, while the control group received traditional instruction. Comparative analysis showed higher mean performance in the experimental group (M = 4.5) compared to the control group (M = 3.8), along with increased levels of reported engagement and participation. The study also outlines a basic digital workflow involving real-time response collection, aggregation, and word-frequency visualization. The findings indicate that structured WordCloud integration can support cognitive engagement, collaborative discussion, and formative feedback in language instruction.