ACADEMIC RESEARCH IN MODERN SCIENCE
International scientific-online conference
120
THE DIFFICULTIES IN THE INTEGRATING TECHNOLOGY INTO
ENGLISH LANGUAGE INSTRUCTION
Kosimova Shokhida Shokir qizi
Supervisor:
Teacher of department “Practical
Aspects of the English language”
At the UzSWLU, Philogogy faculty
Abdukarimov Komron Abdumalikovich
Uzbekistan State World Languages University,
Faculty of English Philology, 2st-Year Student
Hasanova Laylo Abduahat kizi
Uzbekistan State World Languages University
Faculty of English Philology, 1st-Year Student
https://doi.org/10.5281/zenodo.15379113
Absrtact:
This paper explores the challenges of integrating technology into English
language instruction, particularly in the context of developing education
systems. While digital tools offer enhanced opportunities for interactive,
personalized, and engaging learning experiences, their effective use remains
hindered by various institutional, pedagogical, and personal barriers. Key issues
include overdependence on digital tools, limited digital literacy among
educators and students, insufficient development of speaking skills, and
cognitive overload caused by online distractions. The paper also emphasizes the
need for comprehensive solutions, including enhanced teacher training, policy
support, and educational reform, to ensure meaningful and sustainable
technology integration in English language teaching (ELT).
Introduction
Introduction many aspects of education, including English language
instruction. Digital tools – phones, computers this type of digitals - offer
opportunities for interactive, personalized, and flexible language learning
experiences. Although, integrating these technologies into language classrooms
remains a complex endeavor, influenced by a variety of factors at institutional,
pedagogical, and personal levels. In addition, technology is a significant factor in
enhancing the quality of education and learning, by making it more accessible to
people (Robinson, 1996).
Accordingly, it has become necessary to equip
language teachers with the technical and technological knowledge at the teacher
training programs. However, there is a discussion in the literature that
education does not make use of technology as much as it should do (Fabry,
1997). In many classes, language teachers still use traditional teaching
ACADEMIC RESEARCH IN MODERN SCIENCE
International scientific-online conference
121
instructions and materials and have little or no opportunity to make use of
digital teaching tools (Levy, 2009). Currently, despite the high demand for the
technologies, there a few distributions, the advertisements that catch users’
attention and cause spending their time unconsciously, leads to lose interest in
study.
Methods:
According to a survey conducted in 2025 via a Telegram poll among
students at a foreign language university, participants were asked about four
major issues: overdependence on technological tools, limited digital literacy
among educators and learners, inadequate development of oral communication
skills, and an increased risk of cognitive overload and distraction.
Results:
The research showed that half of the first group (2439 members) had very
high results, as they spend almost 10 hours a day on their phones, indicating
overdependence on technological tools. The responses of the second group
(2323 members) did not change considerably.
The second approach, which focused on limited digital literacy among
educators and learners, involved asking participants how much time they spend
in front of a screen reading online books. The results were almost the same in
each group — they spend only 2 hours a week, due to a lack of digital literacy.
The third question addressed the inadequate development of oral
communication skills. The 2323 group, who overuse their phones, frequently
use simple words, which limits their language abilities. As a result, they have
trouble when speaking in public. In contrast, the 2439 group, who read a book
every day, were found to be more coherent in oral communication.
The fourth topic of the survey was the increased risk of cognitive overload
and distraction. When asked about distractions while watching online lessons,
both groups showed nearly equal levels of difficulty.
The challenges, coming via technologies
In the modern world, technology plays a vital role in education,
communication, and daily life. While it brings many benefits, such as
accessibility and efficiency, it also introduces serious challenges. Overreliance on
digital tools, lack of digital literacy, weakened communication skills, and
increased mental distractions are just a few issues that need urgent attention.
Understanding these problems helps us use technology more wisely and
maintain a healthy balance between the digital world and real-life interaction.
Issues
Causes
Solutions
ACADEMIC RESEARCH IN MODERN SCIENCE
International scientific-online conference
122
Overdependence
on
Technological Tools
In today's digital age,
many
individuals,
especially students, rely
excessively
on
technological
devices
such as smartphones,
tablets, and computers.
This
overdependence
can negatively affect
their
cognitive
development, attention
span,
and
problem-
solving abilities. When
learners spend too much
time using digital tools
passively—such
as
scrolling through social
media
or
playing
games—it limits their
critical thinking and
creativity. Additionally,
it may lead to decreased
academic performance
and a reduced ability to
function
without
constant
digital
assistance.
The
increasing
integration of digital
resources
such
as
grammar
correction
software,
translation
applications,
and
automated
feedback
systems has led to an
overreliance
among
learners and instructors.
This can impede the
development
of
independent
language
processing and critical
thinking skills essential
for language mastery
Overdependence
on
Technological Tools –
Set daily screen time
limits and encourage
offline activities like
reading,
physical
exercise, and face-to-face
communication.
Limited
Digital
Literacy
Among
Educators
and
Learners
Although technology is
widely available, not all
users possess the skills
to use it effectively for
A significant number of
English
language
teachers and students,
particularly
in
developing contexts, lack
the necessary digital
competencies
to
effectively
utilize
Limited Digital Literacy
Among Educators and
Learners –
Provide regular training
sessions and workshops
to improve skills in using
educational technologies
and
safe
internet
ACADEMIC RESEARCH IN MODERN SCIENCE
International scientific-online conference
123
educational
purposes.
Many educators and
learners struggle with
basic digital literacy,
such as searching for
reliable
information,
using
educational
platforms efficiently, or
protecting their digital
privacy. This limitation
reduces the potential
benefits
of
online
learning, creates gaps in
access to knowledge, and
increases the risk of
misinformation. In some
cases, students may
avoid
using
online
resources
altogether
simply because they do
not
know
how
to
navigate them.
educational
technologies.
This
hinders the optimal use
of
platforms,
applications, and online
resources designed to
enhance
language
learning
practices.
Inadequate
Development of Oral
Communication Skills
The increasing use of
technology
for
communication—
through messaging apps
and social media—has
reduced
face-to-face
interactions. As a result,
many learners fail to
develop
strong
oral
communication
skills.
They often rely on
simplified language, use
Many
technology-
enhanced
language
learning
platforms
emphasize
receptive
skills
(reading
and
listening) and written
production,
while
offering
limited
opportunities
for
interactive
speaking
practice. As a result,
learners may struggle
with
real-time
oral
communication
and
fluency
Inadequate
Development of Oral
Communication Skills –
Organize speaking clubs,
debates,
and
presentations
to
increase
face-to-face
interaction and boost
learners' confidence in
public speaking
ACADEMIC RESEARCH IN MODERN SCIENCE
International scientific-online conference
124
emojis or abbreviations,
and lack the practice
needed
for
fluent,
confident
public
speaking. This becomes
especially problematic in
academic or professional
settings, where clear
verbal expression is
essential.
Without
enough opportunities to
speak in person, learners
may
struggle
with
pronunciation,
coherence,
and
vocabulary richness.
Increased
Risk
of
Cognitive Overload and
Distraction
The constant stream of
digital information can
overwhelm the brain,
leading
to
cognitive
overload. Students who
attend online classes or
use digital platforms for
extended periods often
report
difficulty
concentrating
and
retaining
information.
Notifications, ads, and
multitasking
between
apps further increase
distraction levels. This
fragmented
attention
can reduce learning
effectiveness,
cause
The multitasking nature
of digital environments
and constant exposure
to online stimuli (e.g.,
social
media,
notifications) can reduce
learners’ attention spans
and
impair
deep
learning, particularly in
virtual classrooms or
self-directed
online
study
Increased
Risk
of
Cognitive Overload and
Distraction –
Promote
focused
learning environments
by minimizing digital
distractions
and
encouraging scheduled
breaks to refresh the
mind.
ACADEMIC RESEARCH IN MODERN SCIENCE
International scientific-online conference
125
stress, and make it
harder for individuals to
focus
on
deep
or
meaningful tasks.
Thus, the integration of technology in English language teaching (ELT)
offers many benefits but also presents significant challenges.
Society’s failure to
anticipate the problems and their outcomes may have unpredictable
consequences, as Pulitzer Prize winner and Professor Jared Diamond, University
of California, Los Angeles, writes in his book, Collapse: How Societies Choose to
Fail or Succeed (Diamond, 2005). Zhao interpreted Diamond’s findings as “[…]
society’s inability to perceive or unwillingness to accept large and distant
changes – and thus work to come up with the right response – is among one of
the chief reasons that societies fail. This inability also leads human beings to
look for short-term outcomes and seek immediate gratification” (Zhao, 2012). It
looks like the issue of educational innovation goes beyond the field itself and
requires a strong societal response.
Solution
To address these challenges, a multifaceted and forward-thinking approach
is essential. Fostering digital literacy among both educators and learners should
be a top priority. This can be achieved through structured training programs
that not only introduce the technical aspects of educational tools but also
promote pedagogically sound practices for their integration. This type of
educational transformation will require support from policymakers and the
technology sector, in consultation with academics, educationalists and learners.
As Darling Hammond of Stanford University has observed, “very few
governments actually appreciate what [the rhetoric around 21st century skills]
means for the nature of schooling and redesigning the systems we currently
have”(Walton, 2017). Cuban mentioned this point: "Without attention to the
workplace conditions in which teachers labor and without respect for the
expertise they bring to the task, there is little hope that new technologies will
have more than a minimal impact on teaching and learning" (Cuban, 2001).
Obviously, educational researchers and developers alike must change their ways
if they are to influence practitioners. The technology integration process in
classrooms could be accelerated if more educational technology researchers
adapted a development research method (van den Akker, 1999). The overall
ACADEMIC RESEARCH IN MODERN SCIENCE
International scientific-online conference
126
goal of development research is to "solve real problems while at the same time
constructing design principles that can inform future decisions" (Reeves, 2000).
Discussion:
The findings of this research highlight the multifaceted challenges that arise
from the rapid integration of digital technologies in education and daily life. The
overdependence on technological tools, as observed in the group spending
nearly 10 hours per day on their phones, demonstrates how excessive screen
time can negatively impact critical thinking, focus, and independent learning
skills. At the same time, the low digital literacy levels among both educators and
learners point to a major gap in the ability to use technology effectively for
educational advancement.
Moreover, the results show that limited oral communication skills are
becoming more common among digital device overusers. This supports the view
that real-life interactions are crucial for developing confidence and fluency in
speaking. Interestingly, groups that maintain regular reading habits seem to
retain stronger verbal abilities. Additionally, cognitive overload and distraction
caused by digital content were found to affect both groups almost equally,
emphasizing the need for structured learning environments and mindful
technology use.
The suggested solutions—such as limiting screen time, promoting digital
literacy training, encouraging active oral practice, and reducing distractions—
can help mitigate these issues if implemented effectively. Therefore, it is
essential for educators, students, and policymakers to find a balance between
embracing technology and preserving essential human skills like
communication, focus, and deep thinking.
References:
1.
Cuban L Oversold and underused: Computers in the classroom .Harvard
University Press, 2001.
2.
Diamond J Collapse: How Societies Choose to Fail or Succeed. New
York ,2005.
3.
Fabry D. L., & Higgs, J. R. Barriers to the effective use of technology in
education : Journal of Educational Computing Research, 1997.
4.
Levy M Technologies in use for second language learning: Modern
Language Journal, 2009.
5.
Reeves T. C. Socially responsible educational technology research: Educa-
tional Technology, 40(6), 19-28, 2000.
ACADEMIC RESEARCH IN MODERN SCIENCE
International scientific-online conference
127
6.
Van den Akker N. Nieveen, R. M. Branch, K. L. Gustafson, & T. Plomp (Eds.)
Design methodology and developmental research in education and training : The
Netherlands: Kluwer Academic Publishers, 1999.
7.
Walton N. Worldwide Educating for the Future Index: A benchmark for the
skills of tomorrow: Economist Intelligence Unit, 2017.
8.
Zhao Y World Class Learners: Educating Creative and Entrepreneurial
Student]. - 2012.
