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Journal articles on the topic 'Digital tools in language teaching'

Author: Grafiati

Published: 7 June 2025

Last updated: 17 July 2025

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1

BAINIYAZOV, Daniyar. "Teaching English Language Through Digital Technologies." International Journal of Pedagogics 5, no. 5 (2025): 357–59. https://doi.org/10.37547/ijp/volume05issue05-93.

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This research explores the incorporation of digital technology in the creation of educational resources for the English language and its effects on improving learner effectiveness, motivation, and accessibility to education. It reviews various technologies ranging from mobile applications to online learning platforms, including gamification tools and virtual reality, while presenting research findings and international case studies. The paper encourages discussion on technical frameworks, digital literacy, and teacher preparedness, offering practical recommendations for the successful implemen

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Botezatu, V.N., and F.G. Nicolae. "THE USE OF DIGITAL TOOLS IN LANGUAGE TEACHING." POLISH JOURNAL OF SCIENCE, no. 77 (August 17, 2024): 13–17. https://doi.org/10.5281/zenodo.13336801.

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The use of digital tools in language teaching represents an increasingly widespread and effective practice in the contemporary educational context. With the advent of new technologies and the wide availability of online resources, teachers have at their disposal a vast arsenal of digital tools that allow them to enrich and enhance the process of learning foreign languages. This article aims to analyze three most used platforms in language teaching as well as the reasons behind this growing trend, examining the benefits and challenges it entails.

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Ahmadova, Z. "USING SOCIAL MEDIA AND DIGITAL TOOLS IN LANGUAGE TEACHING." Sciences of Europe, no. 140 (May 10, 2024): 11–12. https://doi.org/10.5281/zenodo.11171333.

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Recently, learning foreign languages using the Internet has become popular. In this regard, there are a number of social networks that have created special conditions for those who want to learn the language. Users who do not know the language very well often try to establish a dialogue in that language. In this case, the assessment and advice of other users will help him. Currently, the use of social networks in the teaching of foreign languages is very relevant and has a positive role in increasing the motivation of students to learn the language. In this regard, recent research shows the gr

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Juan, Rubio Antonio Daniel, and Conesa Isabel María Garcia. "The use of digital tools in the English classroom." Journal of Language and Linguistic Studies 18, no. 3 (2022): 214–36. https://doi.org/10.5281/zenodo.14668574.

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In recent years, the rapid growth of information and communication technologies and social networks has radically changed our lives. The digital revolution has had a positive impact on all areas of society, especially in education, allowing students to improve their communication and language skills. Today, knowledge is on the web and teachers are the ones in charge of guiding the students in their learning process. For this reason, the teachers’ work is more important than ever; their role needs to be reconsidered and they must be ready for the challenges of a digital education. This st

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V.I., Normuratova. "EXERCISES FOR DEVELOPING CRITICAL AND DIGITAL THINKING IN TEACHING FOREIGN LANGUAGES." Frontline Social Sciences and History Journal 4, no. 10 (2024): 48–55. http://dx.doi.org/10.37547/social-fsshj-04-10-06.

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The article explores the interplay between critical thinking and digital literacy in today's technology-driven society. This article explores various exercises designed to enhance critical and digital thinking skills in the context of teaching foreign languages. It emphasizes the integration of language learning with digital literacy, presenting activities for developing critical thinking such as source evaluation, comparative analysis, digital footprint assessment, online discussion evaluation, ethical considerations, digital content analysis, online research and presentation tools to produce

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A. Govardhini. "Innovation in Teaching English with Digital Tools." Shanlax International Journal of English 12, S1-Dec (2023): 252–55. http://dx.doi.org/10.34293/rtdh.v12is1-dec.106.

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The technology is omnipresent and indispensable at present era. Due to the technology, the education of teaching English is undergone an enormous transformation. The recent technology signifies the major development in the English language teaching and learning methods. The English teachers are very energetically integrating the technological teaching materials planned to make possible and through this, it helps the most advantageous in teaching delivery. According to the language teaching, the digital virtual media is occupied the classroom. At present era, the teaching is too interesting bec

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Aşık, Asuman. "Digital Storytelling and Its Tools for Language Teaching." International Journal of Computer-Assisted Language Learning and Teaching 6, no. 1 (2016): 55–68. http://dx.doi.org/10.4018/ijcallt.2016010104.

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This paper presents the analysis of the self-reported reflections of pre-service English teachers about the use of digital storytelling and its tools in terms of Technological Pedagogical Content Knowledge. Through the reflection reports of 78 pre-service English teachers and a focus-group interview after implementing a digital storytelling project, the present study investigated the perceptions and reflections of pre-service English teachers regarding the use of digital storytelling to teach English to young learners. The data were analysed through mixed (qualitative and quantitative) methods

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Mialkovska, Liudmyla, Liudmyla Zhvania, Mariia Rozhylо, Oksana Terebus, Maksym Yablonskyy, and Volodymyr Hrysiuk. "Digital Tools in Teaching the Mass Media Language." World Journal of English Language 13, no. 4 (2023): 43. http://dx.doi.org/10.5430/wjel.v13n4p43.

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The functioning of language in modern media is a complex set of different types of discourses. It involves using mental and cultural codes, concepts and archetypes, taking into account the specifics of Internet content and methods of its promotion, along with traditional newspaper journalism, knowledge of the basics of cognitive, communicative and information-theoretical theories and methods, etc. The purpose of the academic paper is to clarify the features and modern tendencies of teaching the mass media language with the help of digital tools, as well as to establish particular practical asp

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M. Harsha Vardhini. "Role of Digital Tools in English Language Teaching." Shanlax International Journal of English 12, S1-Dec (2023): 507–12. http://dx.doi.org/10.34293/rtdh.v12is1-dec.85.

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Digital tools play a vital role in teaching English as a second language. Digital tools, especially integrated data management systems, help in systematically organizing, analysing, and retrieving this data. This ensures timely submissions, adherence to data requirements by different regulatory agencies, and a reduced risk of data-related non-compliance. The language classroom has benefited from technological advancements in various academic fields. The advancement of technology should be enthusiastically welcomed by English teachers and use it as a medium to support their goals. Process of te

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Subxonov, Shermurod. "DIGITAL RESOURCES IN TEACHING FOREIGN LANGUAGES." Oriental Renaissance: Innovative, educational, natural and social sciences 4, no. 24 (2024): 172–76. https://doi.org/10.5281/zenodo.14209183.

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<em>The article examines the requirements for the personal and professional qualities of future specialists imposed by modern society, their development in the process of teaching foreign languages, as well as the use of digital technologies and Internet resources for this. In particular, the importance of a systematic choice of teaching tools to achieve specific goals set by the teacher is shown. In addition to discussing the applicability of using contemporary Internet technologies in foreign language instruction, this article describes the significance and efficacy of using web technologies

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Valentina, V. KOSTOVAROVA. "Digital educational technologies in teaching foreign languages at the university of tourism and hospitality." Service plus 16, no. 2 (2022): 54–63. https://doi.org/10.5281/zenodo.6964020.

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The article is devoted to the use of modern interactive and communicative methods of teaching foreign languages in higher education. The purpose of the article is to review and analyze modern digital technologies in a foreign language lesson using the example of teaching English. The article highlights the issues of effective use of digital educational methods in teaching a foreign language, for students studying in the areas of training "Tourism" and "Hotel business". The author considers the tasks that must be set and solved during the educational process in order to achi

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Pankeaw, Pisan, and Natsuda Satayaban. "Task-Based Language Teaching (TBLT) in the Digital Age." Interdisciplinary Academic and Research Journal 5, no. 3 (2025): 153–72. https://doi.org/10.60027/iarj.2025.281796.

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Background and Aim: In the evolving landscape of education, Task-Based Language Teaching (TBLT) has gained prominence for promoting real-world communication skills. However, the rapid transition to digital learning during and after the COVID-19 pandemic highlights the need to explore the role of digital tools in enhancing TBLT’s collaborative and interactive dimensions. Despite numerous studies focusing on digital tools in education, a critical gap remains in understanding how these tools specifically support meaningful task completion, engagement, and teamwork within TBLT frameworks in post-p

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Saidova, Zulfizar Urokovna. "PRACTICAL ASSIMILATION OF DIGITAL TOOLS AND MATERIALS BY TEACHERS AND STUDENTS IN MODERN EDUCATION." EURASIAN JOURNAL OF SOCIAL SCIENCES, PHILOSOPHY AND CULTURE 3, no. 1 (2023): 51–55. https://doi.org/10.5281/zenodo.7525677.

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The research results represent an overview of modern digital tools in a foreign language, tested in classroom and independent work of students, as well as an analysis of the relationship between the use of multimedia and improving the efficiency of teaching foreign languages. The article examines the educational potential and advantages of using digital technologies in teaching foreign languages in a higher educational institution of a non-linguistic profile. The method-containing result includes recommendations on the methodology for integrating digital technologies into the educational proce

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Khodjaeva, Guzal, and Khilolakhan Akhmadaliyeva. "Modern Pedagogical Technologies in Teaching a Foreign Language: Enhancing Language Learning in the Digital Age." JOURNAL OF SCIENCE-INNOVATIVE RESEARCH IN UZBEKISTAN 2, no. 5 (2024): 499–503. https://doi.org/10.5281/zenodo.11239106.

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In the digital age, the integration of modern pedagogical technologies has transformed language education, offering innovative tools and resources to enhance teaching and learning experiences. This article explores the role of modern pedagogical technologies in teaching foreign languages, examining the benefits of technology-enhanced language instruction, exploring emerging trends in digital language learning, and discussing practical strategies for integrating technology into language teaching practices. By harnessing the potential of modern pedagogical technologies, educators can create dyna

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Turdiyeva, Komila Usmankulovna. "MODERN METHODS OF TEACHING ENGLISH THROUGH DIGITAL TOOLS." INTERNATIONAL BULLETIN OF APPLIED SCIENCE AND TECHNOLOGY 3, no. 6 (2023): 559–62. https://doi.org/10.5281/zenodo.8037313.

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Speaking is the one type of productive skills but in order to communicate in a target language listening (a receptive skill) is also increasingly important when having a conversation. There are many factors to consider with teaching speaking. This essay will examine three main factors: cultural, learning and L1 factors. It is important to understand that many cognitive processes are taking place when a student speaks in the target language and so fluency can be a key focus when improving the skill.

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Obidovna, Djalilova Zarnigor, and Azadov Azizbek Rustambekovich. "THE ROLE OF DIGITAL TECHNOLOGIES IN LANGUAGE EDUCATION: TOOLS, APPROACHES, AND IMPLICATIONS." American Journal of Philological Sciences 4, no. 11 (2024): 18–22. http://dx.doi.org/10.37547/ajps/volume04issue11-05.

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The integration of digital technologies in education, particularly in language instruction, has transformed teaching methodologies and expanded access to resources. This article provides an overview of digital technologies in education, examining key language learning tools and platforms, pedagogical approaches to integration, and the benefits and challenges inherent to these methods. The discussion explores the potential of digital tools in enhancing language acquisition while highlighting the need for careful implementation to address barriers such as the digital divide, technological depend

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Shakirova, A. A. "Digital Tools in Foreign Language Teaching at the University." KAZAN LINGUISTIC JOURNAL 5, no. 2 (2022): 257–69. http://dx.doi.org/10.26907/2658-3321.2022.5.2.257-269.

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Shohruza, Botirova. "TECHNOLOGIES AND METHODS OF TEACHING FOREIGN LANGUAGES." ACUMEN: INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH 1, no. 4 (2024): 59–65. https://doi.org/10.5281/zenodo.14063565.

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This article explores the integration of technology in foreign language education, examining 10 key methods that utilize digital tools to enhance language learning. These methods, which include language learning apps, virtual reality, AI chatbots, interactive whiteboards, speech recognition software, learning management systems, online language exchange platforms, CALL software, gamification tools, and video conferencing platforms, offer unique benefits in developing language skills. The study highlights how these technologies improve engagement, pronunciation, vocabulary retention, and conver

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Nematjonovna, Samatova Gulnoza. "EFFECTIVENESS OF TEACHING FOREIGN LANGUAGES." International Journal of Pedagogics 4, no. 12 (2024): 259–65. https://doi.org/10.37547/ijp/volume04issue12-54.

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Effective foreign language teaching is essential in preparing learners for global communication and cultural exchange. This study explores the critical components that enhance foreign language education, including instructional strategies, technological integration, cultural immersion, and teacher competencies. Employing a mixed-methods approach, the research highlights the significance of Communicative Language Teaching (CLT) and task-based learning, along with the impact of digital tools like mobile apps and virtual reality in fostering engagement and accessibility. Cultural immersion and te

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S. Victoria Alan. "Digital Storytelling and Multimedia Tools for Teaching Language and Literature." Shanlax International Journal of English 12, S1-Dec (2023): 110–14. http://dx.doi.org/10.34293/rtdh.v12is1-dec.49.

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This study explains how digital stories are used in teaching language and literature. This paper shows how the art of storytelling can be effectively used with growing digital technology. There is a tremendous shift from print to digital media in the 21st century. The traditional oral storytelling method has changed to visual digital media stories with video, audio, and 3D objects, this helps the readers to interact with stories currently. Digital storytelling is the result of combining different media elements into a coherent story. The digital story presentation is short but it is attractive

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Zhou, Jinghan. "Second Language Teaching in the Digital World: Why We Need Digital Technologies?" International Journal of Education and Humanities 17, no. 1 (2024): 9–12. http://dx.doi.org/10.54097/wj03sq91.

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Technology and science are developing at an unprecedented pace nowadays, and digital technology in particular has largely improved the tools and ways available to investigate new pedagogical approaches. The paper demonstrates how the advent of contemporary information and communication technology has influenced second language teaching, resulting in a shift away from the conventional teacher-centered and text-bound classrooms into interactive and student-centered paradigms. Also, the large potential and unique advantages of digital technologies have been analyzed, compared with some difficulti

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Miftahul Jannah, Dhea Nuraisyah, Sumarni Sumarni, Helli Ramdanniah Liswati, and Zaitun Qamariah. "Innovative Teaching with TELL: Enhancing Speaking Skills through Digital Applications." Journal Innovation In Education 3, no. 1 (2025): 138–46. https://doi.org/10.59841/inoved.v3i1.2143.

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The ability to speak effectively is an essential component of language proficiency, yet it remains one of the most challenging skills for learners to master. This study investigated the role of Technology Enhanced Language Learning (TELL) tools, such as Duolingo, Zoom, ELSA Speak and YouTube, in improving speaking among language learners. Using desk research, findings show that these tools significantly improve learners' pronunciation, fluency and engagement. For example, Duolingo systematically improves vocabulary and skill development, while ELSA Speak provides real-time pronunciation feedba

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Xusanova, Nafosat Ne'mat qizi. "TEACHING ENGLISH IN THE CONTEXT OF DIGITAL TRANSFORMATION." INTERNATIONAL BULLETIN OF APPLIED SCIENCE AND TECHNOLOGY 3, no. 3 (2023): 71–74. https://doi.org/10.5281/zenodo.7704611.

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A foreign language is an academic subject that involves the creation of an artificial language environment for students, which predetermines the variable inclusion of various digital learning tools in new perspectives for teaching a foreign language<strong>.</strong>

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Rohini Unnikrishnan. "Digital Integration: A Productive Pedagogy and its Efficacy of Language Learning." Shanlax International Journal of English 12, S1-Dec (2023): 229–34. http://dx.doi.org/10.34293/rtdh.v12is1-dec.114.

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Technology in Education is the catalyst and has become a ubiquity in bringing education to all and bridge the digital divide. In the field of Teaching and English Language Learning the profound nature of technology plays a multifarious role. It facilitates both the Teacher and the Learner in the form of Digital Tools. A plethora of digital tool gives us multifaceted use of technology in classrooms by Information and Communication Technologies (ICTs). Meticulously using ICT tools will liberate and enable a new way of learning, teaching, communicating, and working collaboratively. The use of dig

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Kalita, Anna V., and Ekaterina E. Shishlova. "THE ROLE OF DIGITAL EDUCATIONAL RESOURCES IN STUDENT LEARNING CHINESE LANGUAGE." Russian Journal of Education and Psychology 15, no. 5SE (2024): 485–502. http://dx.doi.org/10.12731/2658-4034-2024-15-5se-569.

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Background. The trend of digital transformation of society and education provides special opportunities for improving the quality of foreign language teaching in a modern university. Among the wide range of educational resources, the determination of the place and role of authentic digital tools in mastering the Chinese language deserves special attention. Purpose. The objectives of the study are: to substantiate the advantages and disadvantages of using digital resources in the process of teaching a foreign language; in studying the potential of neural networks and artificial intelligence in

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Zabudryaeva, Yu A. "The Potential of Using Digital Visual Aids at the Initial Stage of Teaching Russian as a Foreign Language." Prepodavatel XXI vek, no. 4/1 (December 30, 2023): 174–82. http://dx.doi.org/10.31862/2073-9613-2023-4-174-182.

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The article analyzes digital visualization tools used in teaching Russian as a foreign language at the initial stage. The purpose of the article is to identify the degree of effectiveness of using various digital visualization tools in teaching Russian as a foreign language at the pre-university stage. The study presents the results of a questionnaire aimed at determining the role and place of digital visualization tools in teaching foreign students. The author of the article describes examples of tasks with the use of digital visualization, as well as the procedure for conducting the experime

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Ospanova, Zhanna, Olga Kim, and Gulsana Bukembayeva. "Innovative Solutions for Forming Lingual and Digital Competence in the Process of Foreign Language Communication Activity." Eurasian Journal of Philology: Science and Education 195, no. 3 (2024): 200–212. http://dx.doi.org/10.26577/ejph.2024.v195.i3.ph018.

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This article discusses the transformation processes of foreign language teaching with the aim of developing linguistic and digital competence among students of language specialties in the context of digitalization. The authors substantiate the need to develop this competence among students - future teachers of foreign languages within the framework of a multilingual learning model using modern digital technologies from web 0.1 to web 0.4 in different languages. The purpose of the study is to study ways of developing linguistic and digital competence among students of language specialties in th

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Usha Bharathi, M. "Digital Tools for Teaching English An Effective and Innovative Way." Shanlax International Journal of English 12, S1-Dec (2023): 94–101. http://dx.doi.org/10.34293/rtdh.v12is1-dec.47.

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The digitization of education has been being over the last decade, specifically with the invention of the tablet computer and the wide vacuity of high- speed internet. These developments have made it possible for every pupil to have a digital device and access to an array of digital tools. Indeed, utmost language classrooms include an Internet- enabled computer and a projector. Language acquisition is a complex process that involves the development of various skills such as listening, speaking, reading, and writing. The advent of digital technology has transformed the educational paradigm. Dig

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Yılmaz, Ayşe. "Yabancı Dil Olarak Türkçe Öğretiminde Wordwall Web 2.0 Platformunun Dil Becerilerinin Gelişimine Katkısı ve Etkin Kullanımı." International Journal of Social Sciences 8, no. 36 (2024): 637–51. https://doi.org/10.52096/usbd.8.36.31.

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Globalization has increased interactions between countries, making foreign language learning more critical. This process necessitates greater communication and intercultural interaction in areas such as commerce, technology, and tourism, while also compelling individuals to recognize diverse cultures and languages. Consequently, multilingual societies have emerged. Turkish, influenced by globalization, is being learned with growing interest both domestically and internationally. However, it is essential to make language teaching more effective and to increase student engagement during this pro

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B. Kumaran and L.R.S. Kalanithi. "Enhancing Digital Humanism in English Language Teaching through Digital Humanities." Shanlax International Journal of English 12, S1-Dec (2023): 217–22. http://dx.doi.org/10.34293/rtdh.v12is1-dec.99.

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Globally, English Language Teaching and Learning and the communication practices have been undergoing tremendous changes in the 21st-century of the Third Millennium. Digital Age has established itself with a rich source of information through different Applications of social media upto Chat GPT and other Artificial Intelligence tools in the recent times. It reduces strain in teaching and learning and gives emphasis to knowledge-based strategies. Radio, newspapers and television were the main sources of information before the arrival of the internet. Technology has revolutionized information ac

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Ermolova, Tatiana Victorovna, Natal’ya Vasil’evna Savitskaya, Ol’ga Vital’evna Dedova, and Alexandra Victorovna Guzova. "The problem of choosing universal tools for foreign language teaching in conditions of changing educational paradigms." Science for Education Today 11, no. 6 (2021): 179–94. http://dx.doi.org/10.15293/2658-6762.2106.10.

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Introduction. The article presents a retrospective analysis of tools for teaching foreign languages in the context of changing educational paradigms, as a reaction to the dominance of the new approach formulated as a result of the evolution of the digital model within foreign language instruction. The purpose of the article is to justify the choice of universal tools for teaching foreign languages, relevant to the modern educational paradigm, the main characteristic feature of which is responsible self-education (learner autonomy). Materials and Methods. To achieve the aim of the study, the fo

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Demidkina, Ekaterina A. "IMPLEMENTATION OF DIGITAL TOOLS AND TECHNOLOGIES IN GERMAN LANGUAGE TEACHING." Известия Воронежского государственного педагогического университета, no. 4 (2022): 100–104. http://dx.doi.org/10.47438/2309-7078_2022_4_100.

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Bitimbaeva, Zh. "INCREASING THE EFFECTIVENESS OF TEACHING THE RUSSIAN LANGUAGE USING DIGITAL TECHNOLOGIES." Sciences of Europe, no. 135 (February 26, 2024): 74–75. https://doi.org/10.5281/zenodo.10704567.

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The article focuses on the current problems of using digital technologies in the process of teaching Russian.It considers the main types of digital educational technologies (mobile technologies, virtual reality technologies,gamification and web quest, artificial intelligence) and their application. The inclusion and use of digital tools inthe educational process makes it possible to diversify the types of educational activities, increase the effectivenessof learning and the level of motivation for learning Russian.

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Ahmed, Ihsan, Abdul Ghafoor, and Sri Wahyuni. "Integration of Technological Tools in English Literature Pedagogy: Enhancing the Teaching-Learning Experience." JPGENUS: Jurnal Pendidikan Generasi Nusantara 2, no. 2 (2024): 444–53. http://dx.doi.org/10.61787/9gk0pe94.

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Digital technology has transformed English Language anad Literature pedagogy. The use of digital technology in English Literature pedagogy represents a significant advancement in Literature and Language learning, significantly enhancing both teaching and learning processes. Technology helps students learn more effectively, which helps educators improve their instruction. The method keeps developing to help teachers acquire a language more quickly for their students. Teachers choose software-based instructional systems that enhance students' positive interactions with their instructors and prom

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Mr.Billa, Jaheer, and Lakshmi Narasimha Mr.Marella. "The Role of Digital Technologies in Teaching and Learning of English Language." Literary Enigma 1, no. 2 (2025): 100–105. https://doi.org/10.5281/zenodo.15319902.

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Abstract   This study offers the findings of an investigation into the use of digital tools in language classrooms with a focus on the English language. The goals included discovering how often and in what ways students use digital communication to learn English, as well as exploring the types of digital communication students use to learn English. Finding out what kinds of digital communication students use and how they use them to study English was another goal, as was identifying the barriers that students confront when attempting to use such tools for language study. The research stra

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Solomakha, Anzhelika. "PREPARATION OF FUTURE TEACHERS FOR DIGITALIZATION IN EARLY LEARNING OF FOREIGN LANGUAGES." OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY, no. 10 (2021): 203–15. http://dx.doi.org/10.28925/2414-0325.2021.1017.

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The education system must respond to changes in society, its demands and needs of students at all levels, so the mission of modern pedagogical institutions of higher education is to train teachers ready and able to accept such challenges. The article presents the experience of the Department of Foreign Languages at the Pedagogical Institute of Borys Grinchenko Kyiv University in training students majoring in 012 "Preschool Education" and 013 "Primary Education" and methods of teaching them to implement digital tools in the process of forming foreign language communicative competence of 3-10 ye

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Isroilova, Yoqutoy Bahadirovna. "THE IMPORTANCE OF DIGITAL LEARNING TECHNOLOGIES IN THE LEARNING PROCESS." JOURNAL OF AGRICULTURE & HORTICULTURE 3, no. 3 (2023): 35–39. https://doi.org/10.5281/zenodo.7743173.

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The article examines the educational potential of digital technologies in teaching foreign languages in a higher educational institution of a non-linguistic profile. The research results represent an overview of modern digital tools in a foreign language, tested in classroom and independent work of students, as well as an analysis of the relationship between the use of multimedia and improving the efficiency of teaching foreign languages.

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Girishwar., T., and G. Sureka. "From Page to Pixel: The Impact of Digital Humanities on English Language Education." Literary Enigma 1, no. 5 (2025): 97–100. https://doi.org/10.5281/zenodo.15556753.

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Abstract   Digital Humanities (DH) incorporation into English Language Teaching (ELT) curriculum development changed traditional learning methods, fosters various innovative approaches using technology. Digital tools such as computational text analysis, digital storytelling, and AI-driven language learning platforms improved language learning by advanced outcomes like interactivity and personalization. Those outcomes allow educators to examine language trends, facilitate multimodal learning creates diverse learners. Furthermore, online collaborative platforms have enhanced the teaching li

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Акавова, А. И. "Methods of teaching a foreign language in the era of digitalization." Journal of Applied Research, no. 3 (March 31, 2024): 148–51. http://dx.doi.org/10.47576/2949-1878.2024.3.3.026.

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В статье анализируется влияние цифровизации на методику преподавания иностранных языков. С быстрым развитием технологий традиционные методы обучения подвергаются сомнению, и появляются новые подходы. Рассматриваются преимущества и недостатки использования цифровых инструментов и ресурсов в языковых классах, роль преподавателей в адаптации к цифровой эпохе и важность формирования у студентов навыков цифровой грамотности. Подчеркивается необходимость сбалансированного подхода, сочетающего традиционные методы обучения с цифровыми инструментами для повышения результативности изучения языка. The ar

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Kesson, Hugh. "Reading digital texts: obstacles to using digital resources." English Teaching: Practice & Critique 19, no. 2 (2020): 155–68. http://dx.doi.org/10.1108/etpc-02-2019-0019.

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Purpose Digital texts are increasingly widespread and research is needed on how students use digital texts, particularly in school-based classwork. The purpose of this study is to challenges persistent myths about young people’s affinity with digital tools by investigating the factors that condition or limit the ways students interact with and respond to digital web-based texts. Design/methodology/approach Two 12th grade English classes, 21 students in all, produced written responses to a digital text. Following a preliminary analysis of student writing, 7 students, representing diverse readin

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Dobrotina, Irina N. "Using Digital Tools in Teaching Russian Language and Literature at School." ARPHA Proceedings 3 (November 25, 2020): 443–51. https://doi.org/10.3897/ap.2.e0443.

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The relevance of research is due to changes characterizing the modern educational space. High-quality education should be provided with the opportunity to build an individual route, relying on the experience of the subject, and access to digital tools. Using all the possibilities of digital space requires the ability to work with various resources, presented both in the usual "paper" and in the new digital format.In this regard, this article is aimed at research of studying the issues caused by insufficient research on the impact of Internet communications on personality development, the proce

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Ramli, Ramli, Andi Hamzah Fansury, and Vivit Rosmayanti. "TECHNOLOGICAL TOOLS IN EFL CLASS." KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE 7, no. 1 (2025): 390–406. https://doi.org/10.52208/klasikal.v7i1.1313.

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Mobile-assisted Language Learning (MALL) and IoT technology have revolutionized language learning approaches, bringing a new level of flexibility and accessibility to the field. Technological Pedagogical Content Knowledge (TPACK) is a framework for enhancing teacher knowledge and teaching practices in educational contexts. It emphasizes the integration of teacher competencies and the development of Information and Communication Technology (ICT) in language teaching and learning. Some technologies have been integrated into teaching and learning English and effectively enhance language learning

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Gajić, Tijana, Maja Veljković Michos, Aleksandra Gagić, and Neda M. Maenza. "Assessment of Digital Tool Impact in Language Education: Insights from Educators and Students." Revista Publicando 11, no. 44 (2024): 14–34. http://dx.doi.org/10.51528/rp.vol11.id2435.

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This study evaluates the implementation and impact of digital educational tools in foreign language classrooms from both educators' and students' perspectives in Serbian secondary schools before, during, and after the COVID-19 pandemic. The research investigates the digital tools used, the challenges faced, and the perceived benefits of these tools in enhancing teaching and learning experiences. Quantitative data were collected through online surveys administered to 173 language teachers and 126 fourth-year secondary students, focusing on their experiences with digital tools in various instruc

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Huseynli, A. "EFFECTIVE TECHNIQUES FOR TEACHING ENGLISH VOCABULARY TO L2 STUDENTS." Slovak international scientific journal, no. 93 (March 12, 2025): 58–60. https://doi.org/10.5281/zenodo.15011180.

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Teaching English vocabulary to second language (L2) learners presents unique challenges, necessitating innovative and engaging pedagogical methods. This article explores four effective techniques: contextual learning through stories and dialogues, multisensory approaches, vocabulary journals, and interactive technology tools. Each method aims to enhance vocabulary acquisition while fostering a deeper understanding of language use in real-life contexts. Contextual learning through stories and dialogues is grounded in the idea that learners construct meaning from the language they hear and use i

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Pavlovskaia, Elena Andreevna. "Using digital technologies in teaching Russian as a foreign language in pre-university courses at a Russian university." Philology. Theory & Practice 17, no. 10 (2024): 3650–59. http://dx.doi.org/10.30853/phil20240516.

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The article examines the specificities of teaching Russian as a foreign language to pre-graduate and pre-doctoral students in the field of nuclear physics and technologies using digital tools and methods. The work considers the benefits of teaching language for specific purposes with the application of digital tools. The research aims to determine how using digital tools can enhance the effectiveness of teaching Russian as a foreign language for specific purposes in groups of pre-graduate and pre-doctoral students. The research is novel in that it is the first one to formulate the differences

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S.Z.Mirpayazova. "EFFECTIVENESS OF DIGITAL TECHNOLOGIES IN FOREIGN LANGUAGE TEACHING." INTERNATIONAL BULLETIN OF ENGINEERING AND TECHNOLOGY 3, no. 7 (2023): 100–106. https://doi.org/10.5281/zenodo.8181205.

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The article explores the topic of "Effectiveness of digital technologies in foreign language teaching." It highlights the benefits and opportunities digital technologies offer in language classrooms, including improved engagement, enhanced language skills, accessibility, and adaptive learning. The annotation emphasizes the positive impact of digital tools in motivating learners, providing instant feedback, facilitating cultural immersion, and fostering collaboration and communication. It also acknowledges potential challenges, such as digital access and pedagogical integration. The c

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Premawardhena, N. C. "Examining Recent Trends in The Digitalisation of Foreign Language Teaching." Journal of Desk Research Review and Analysis 2, no. 2 (2025): 178–91. https://doi.org/10.4038/jdrra.v2i2.49.

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This paper investigates recent trends in the digitalisation of foreign language teaching, focusing on the impact of technology on language learning. The development of digital tools ranging from language learning platforms, virtual learning, mobile and e-learning, and virtual and augmented reality has dramatically transformed the language teaching and learning landscape in recent times. The COVID-19 pandemic expedited the adoption of digital classrooms, involving synchronous and asynchronous learning modes to enhance accessibility and flexibility. Furthermore, Artificial Intelligence (AI) play

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Anggeraini, Yentri. "LANGUAGE TEACHING IN THE DIGITAL AGE: TEACHERS` VIEWS AND ITS CHALLENGES." Research and Innovation in Language Learning 3, no. 3 (2020): 163. http://dx.doi.org/10.33603/rill.v3i3.3444.

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The update technology usage and its changes come and give positive effects to us including the teaching and learning process in school practices. It enjoys, motivates, and facilitates the students in learning English This qualitative research aimed at analyzing the English teachers` views on the use of the digital tools in the classroom practices and the challenges in order to face the digital teaching. The results indicated that the English teacher provided digital teaching tools including laptop, speaker, mobile phones, websites and the teacher used the downloaded materials and videos from Y

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Ferris-Diederich, Catherine, Sandrine Wild, and Stefano Negrinelli. "Project Tools@Schools:immersive – Tasks for a critical use of genera-tive AI in immersive foreign language sequences in subject teaching." Babylonia Journal of Language Education 1 (April 5, 2025): 70–75. https://doi.org/10.55393/babylonia.v1i.509.

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With rapid advancements in digital translation and AI, there is a growing need for materials promoting a reflective use of AI for language learning. Therefore, in the Tools@Schools:immersive project, we develop tasks to enhance digital and foreign language skills while supporting generative AI in immersive foreign language sequences (îlots immersifs). So far, we have developed two tasks – adaptable to various languages for the subjects home economics and history, and utilize AI tools such as ChatGPT to foster cooperative AI interaction. This approach enhances both language learning and content

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Moorhouse, Benjamin Luke, and Lu Yan. "Use of Digital Tools by English Language Schoolteachers." Education Sciences 13, no. 3 (2023): 226. http://dx.doi.org/10.3390/educsci13030226.

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The present study explored the use of digital tools by English language schoolteachers in Hong Kong. Using a qualitative-dominant sequential mixed-methods design, wherein an online mixed-methods survey of primary and secondary school English language teachers (N = 83) and follow-up in-depth interviews (N = 22) were employed, this study collectively explored which digital tools the participants used, why the participants used these tools, and how the participants used them. Fourteen categories of tools utilized by teachers in their professional practice were identified. These were further categ

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