Digital tools in foreign language teaching: opportunities and challenges
DOI:
https://doi.org/10.46502/issn.1856-7576/2026.20.02.6Keywords:
digital tools, foreign language teaching, learning outcomes, quasi-experiment, self-regulation of learningAbstract
The purpose of the proposed article was to analyze the impact of the systematic use of digital tools on the results of learning a foreign language. The study was conducted in a quasi-experimental design using pretest–posttest for the control and experimental groups. 200 students who studied a foreign language as part of a mandatory course participated in the experiment. Descriptive statistics, correlation analysis, ANCOVA, and multiple linear regression were used to analyze the data. The results of the study showed a positive impact of digital tools on the level of foreign language preparation of students after controlling for the initial level of knowledge. It was found that the intensity of use of digital tools and the level of self-regulation of learning became key factors for increasing learning outcomes. Motivation played a supporting role. The results obtained showed that the effectiveness of digital tools was determined by the pedagogical design of learning and the active interaction of students with the digital environment. The conclusions emphasize the justification of the feasibility of the systematic and methodically balanced use of digital tools in teaching foreign languages.
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