Xorijiy lingvistika va lingvodidaktika –
Зарубежная лингвистика и
лингводидактика – Foreign
Linguistics and Linguodidactics
Journal home page:
https://inscience.uz/index.php/foreign-linguistics
Exploring the impact of digital technology on students’
achievement in English language task
Fotima RAFIKOVA
1
Kimyo International University, Namangan branch
ARTICLE INFO
ABSTRACT
Article history:
Received September 2024
Received in revised form
10 October 2024
Accepted 25 October 2024
Available online
15 November 2024
This study delves into the influence of digital technology on
students’ task performance in English language classrooms.
Using a combination of Likert scale surveys and semi-structured
interviews, the researcher examines how 59 students perceive
and engage with technology-based language projects. The results
unveil a range of both advantages and drawbacks associated with
technology integration, pointing toward the necessity of tailored
strategies to maximize educational achievements. Addressing
these barriers is crucial for effective technology integration,
underscoring the need for customized approaches to enhance
student learning outcomes in today’s technology-driven
educational landscape.
2181-3701/© 2024 in Science LLC.
https://doi.org/10.47689/2181-3701-vol2-iss6-pp287-293
This is an open-access article under the Attribution 4.0 International
(CC BY 4.0) license (
https://creativecommons.org/licenses/by/4.0/deed.ru
Keywords:
digital technology,
task achievement,
English language
classrooms,
mixed-methods study,
students of higher
education,
teachers.
Raqamli texnologiyalarni talabalarning ingliz tili
topshiriqlarini bajarilishidagi ta’sirini o‘rganish
ANNOTATSIYA
Kalit so‘zlar:
raqamli texnologiyalar,
topshiriqlar bajarilishi,
ingliz tili darslari,
aralash tadqiqot,
oliy ta’lim talabalari,
o‘qituvchilar.
Ushbu tadqiqot raqamli texnologiyalarning ingliz tili
darslarida talabalar tomonidan topshiriqlar bajarilishiga ta’sirini
o‘rganadi. Likert shkalasi bo‘yicha so‘rovnomalar va yarim
tuzilgan intervyularni birlashtirgan holda, tadqiqotchi
59 nafar talabalar texnologiyaga asoslangan loyihalarni qanday
qabul qilishi va ulardan qanday foydalanishini tahlil
qiladi. Natijalar texnologiyalarni qo‘llashning afzalliklari va
kamchiliklarini ochib beradi, shuningdek, ta’lim yutuqlarini
maksimal
darajaga
yetkazish
uchun
moslashtirilgan
strategiyalar zarurligini ta’kidlaydi. Ushbu to‘siqlarni bartaraf
etish texnologiyalarni samarali integratsiya qilish uchun muhim
bo‘lib, talabalarning o‘qish natijalarini yaxshilashga qaratilgan
individual yondashuvlarni talab qiladi.
1
Senior Teacher, Kimyo International University, Namangan branch. E-mail: fotimarafikova@gmail.com
Xorijiy lingvistika va lingvodidaktika – Зарубежная лингвистика
и лингводидактика – Foreign Linguistics and Linguodidactics
Issue – 2 № 6 (2024) / ISSN 2181-3701
288
Изучение
влияния
цифровых
технологий
на
выполнение заданий студентами по английскому языку
АННОТАЦИЯ
Ключевые слова:
цифровые технологии,
выполнение заданий,
классы английского
языка, смешанное
исследование,
студенты высших учебных
заведений,
преподаватели.
В данном исследовании рассматривается влияние
цифровых технологий на выполнение заданий студентами
в классах английского языка. Используя сочетание опросов
с использованием шкалы Лайкерта и структурированных
интервью, исследователь анализирует восприятие и
взаимодействие
с
технологическими
проектами
59 студентов. Результаты выявляют как преимущества, так
и недостатки интеграции технологий, подчеркивая
необходимость разработки индивидуальных стратегий для
максимизации образовательных достижений. Преодоление
этих барьеров является ключевым аспектом эффективной
интеграции
технологий
и
требует
применения
адаптированных подходов для улучшения результатов
обучения студентов в современном образовательном
процессе, основанном на технологиях.
INTRODUCTION
In contemporary society, technology is ubiquitous and integral in all aspects of our
life. In the realm of education, both teachers and students effectively utilize technology to
enhance teaching and learning processes. The literature review highlights the growing
significance of digital technology in language education, particularly focusing on students'
implementation of digital tools for task completion in higher education settings. Language
teachers have long been recognized as pioneers in integrating technology into language
classrooms. Since the development of the PLATO computer learning system in 1960 by the
University of Illinois, educators and technologists have collaborated to harness digital
technology for enhancing learning and teaching experiences. PLATO, an early example of
digital learning, featured various elements now common in online education, including
discussion forums, online testing, email, and chat rooms. (M. Carrier and et al. 2017)
During the 1980s, with the widespread adoption of personal computers, educational
technology experienced significant growth, leading to the rapid development of computer-
assisted learning (CALL). This period marked the emergence of diverse learning materials
and activities, facilitated by the availability of personal computers in classrooms. In
contemporary language classrooms, the integration of technology, including computers
and overhead projectors (OHP), has significantly enhanced language instruction, making
it more engaging and effective for learners. Kuchkarova, Kodirjonova (2024), mentioned
that students in the 21st century prefer to spend less time on learning and use accessible
devices and styles to develop their skills and learn the languages. Rakhimberdiyeva found
that the increasing use of e-learning tools, such as Quizizz, assists English educators to
engage and motivate students, but there is a necessity for more comprehension and
integration of these sources in teaching. Teachers utilize various technological tools to
evaluate student performance and develop instructional materials, thereby optimizing
time and energy resources compared to previous decades. (Kuchkarova,
Rakhimberdiyeva, 2024).
Xorijiy lingvistika va lingvodidaktika – Зарубежная лингвистика
и лингводидактика – Foreign Linguistics and Linguodidactics
Issue – 2 № 6 (2024) / ISSN 2181-3701
289
The contemporary generation, shaped by the technology era, are savvy users of
digital tools, seamlessly integrating them across diverse facets of their daily lives. Students
in higher education leverage technology, such as mobile devices and computers, to fulfill
assigned tasks, demonstrating their skills to use technology in modern language education.
This integration aligns with research conducted by M. Carrier and colleagues, who
emphasize the importance of digital assessment tasks in simulating real-world language
(Carrier, 2017). By providing learners with opportunities to engage in authentic language
tasks using digital technology, these assessments enhance motivation and contribute to
improved language learning outcomes.
Celik and Aytin (2014) further support this integration of digital technology in
English language classrooms, highlighting its role in enhancing students' proficiency,
motivation for learning, and preparation for a constantly evolving, technology-rich world.
Similarly, Antonio Daniel Juan Rubio and Isabel Maria Garcia Conesa (2020) conducted a
research study focusing on technology integration in English language education,
emphasizing the importance of utilizing digital tools, including social media, to enrich
students' learning experiences. However, certain distractions such as social media and
digital gaming should be noted as potential factor that hinders students’ digital learning
process.
Despite challenges such as time constraints and technical difficulties in research
Panagiotis highlighted the positive impact of digital tools on teaching and learning. His
plans involved expanding the approach to other subjects, organizing workshops to share
insights and conducting case studies. Additionally, he explored the crucial role of
motivation in language learning and the impact of technology on enhancing students'
motivation. (Panagiotis 2023). The study highlighted how technology can significantly
increase motivation in both formal and informal educational settings for both teachers and
students. Overall, the literature review underscores the positive impact of integrating
digital technology into language education, emphasizing its role in improving learning
outcomes, fostering students’ motivation, and preparing students for a technology-driven
world.
METHODOLOGY
This study used a mixed-method approach to examine how digital technology
impacts task achievement among students in higher education specifically in English
language classrooms. The research design integrated both quantitative and qualitative
data collection methods to provide a comprehensive understanding of students'
perceptions and experiences with technology-based language projects. The main aim of
the research was to answer a question “How does the integration of digital technology in
English language classrooms impact students' task achievement?”
A mixed-methods approach was employed to evaluate the impact of digital tools on
task achievement in English language classrooms. The study involved 59 English education
students, primarily freshmen aged 17–24. Gender distribution was unequal, with 11 male
and 48 female participants.
Participants engaged in a group project requiring them to dub a cartoon or movie
excerpt in English using Powtoon and Canva. Data collection methods included structured
interviews and Likert scale surveys, which assessed students’ digital literacy, habits, and
collaborative practices.
Xorijiy lingvistika va lingvodidaktika – Зарубежная лингвистика
и лингводидактика – Foreign Linguistics and Linguodidactics
Issue – 2 № 6 (2024) / ISSN 2181-3701
290
Data collection was conducted using a variety of methods, including recording
devices and Google Sheets for questionnaire responses. A survey questionnaire and
structured interviews were used to gather information about students' habits, opinions,
and preferences when using digital tools. The interview questions focused on exploring
students' perceptions of technology's impact on task achievement, their experiences with
specific digital tools such as Powtoon and Canva, and their collaborative practices in group
work settings via social media as Telegram and YouTube. According to approved syllabus
Powtoon and Canva applications were chosen to fulfill the project. To gather quantitative
data, Likert scale questionnaires were administered to assess students' attitudes and
perceptions towards digital technology in language learning. The questionnaire contained
16 open-ended questions, covering demographic information such as gender, year of
study, and marital status, as well as inquiries about students' familiarity with digital tools,
their experiences with creating videos or cartoons using these tools, and their mode of
application usage. The responses from both the Likert scale questionnaires and structured
interviews were analyzed to identify key themes and patterns related to students'
perceptions and experiences with digital technology in language learning.
Design and procedure
A study was conducted to evaluate students' progress in fulfilling a Dubbing cartoon
or a piece of popular movie in Uzbek language using digital tools. Before students were
given the task to create a digital cartoon on Powtoon and Canva, they responded the
following interview questions.
Interview questions contain of research relatable questions:
What digital tools do you know?
Have you ever used Powtoon or Canva?
Did you create a video or cartoon on the applications like Powtoon or Canva? Have
you ever used any other digital tools excepts Powtoon or Canva?
Do use application via mobile phone or computer?
Have you ever worked in group to create a video or you did it yourself?
The responses were diverse, reflecting factors like age, gender, interests, and the
specific models of mobile phones and computers used by the students. 60% of respondents
had not previously used Canva and Powtoon, while 40% had used Canva for creating reels
or short videos for celebratory purposes or advertising on social media platforms. 25% of
respondents used computers or mobile phones for animation creation, with 35%
exclusively using mobile phones.
After interview questions 12 groups of students were assigned to create a cartoon
using digital applications like Powtoon and Canva. Each group consisted of five or four
students. They were given a month to fulfill the project. They were instructed and shown
how to create a cartoon using digital tools so as they won't have difficulty to finish the
project. First stage consisted of writing a script for their story and deciding the characters.
The second was to translate the story into English language and the last was to create a
cartoon and dub their digital story.
As the focus of the project was digital task achievement, the literacy of digital
technology by students was vital to know. Therefore, quantitative data about their digital
literacy was gathered by presenting Google Sheet survey to students. The findings provide
valuable insights into students' digital literacy, creative preferences, and collaborative
tendencies, which could inform educational initiatives aimed at enhancing students' use of
digital tools for academic and personal projects.
Xorijiy lingvistika va lingvodidaktika – Зарубежная лингвистика
и лингводидактика – Foreign Linguistics and Linguodidactics
Issue – 2 № 6 (2024) / ISSN 2181-3701
291
Data analysis
The Likert scale questionnaire responses covered a range from strong agreement to
strong disagreement, with the standard deviations revealing varied opinions and
perspectives among the participants. Furthermore, insights from the structured
interviews highlighted key themes such as the difficulties faced in dubbing tasks and the
advantages of technology in facilitating language learning processes.
Likert scale questionnaire.
Students’ positive assumptions
1
I think, digital technology is the best way to learn the languages
4
Agree
50%
2
We created new ideas when we worked on different projects like
brochure, poster presentation, shooting a film, dubbing a cartoon
and etc.
4
Agree
36.7%
3
Nowadays, it is impossible to study and live without technology.
4
Agree
53.3%
4
While shooting a film I learned new words and phrases and it was
very interesting to work in group
5
Strongly
agree
33.3%
5
Technology helped us when we dubbed an Uzbek cartoon. It
developed my creativity.
4
Agree
30%
6
With the help of technological projects like shooting a film,
dubbing cartoons, I learned to work with almost everyone in the
group
4
Agree
33.3%
Students’ negative assumption
1
Technology is distracting, I cannot learn anything. It is very easy
to start surfing the internet
2
Disagree
26.7%
2
I have no access to the internet because I don't like technology
2
Disagree
33.3%
3
Technology demotivated us when we wanted to shoot a film. It is
not helpful at all.
1
Strongly
disagree
30%
4
Technology is very difficult, we tried to dub an Uzbek cartoon but
we could not. I am desperate.
2
Disagree
30%
5
It is very hard to use technology after classes. Every program is
changing so fast and then I cannot perform better.
2
Disagree
33.3%
6
I think, the main problem that we couldn't perform well is the
group work task. If the teacher changes my partner, I will do better.
4
Agree
30%
Students’ responds to the questions about digital technology
Q1
Q2
Q3
Q4
Q5
Q6
R1
2
4
4
1
2
4
R2
5
5
5
4
4
3
R3
4
4
4
3
4
4
R4
4
4
3
5
5
5
R5
4
4
5
4
3
3
R6
4
4
3
5
4
3
R7
4
5
5
4
5
2
R8
4
3
4
2
3
4
R9
3
4
4
5
4
3
R10
3
1
4
1
5
4
Xorijiy lingvistika va lingvodidaktika – Зарубежная лингвистика
и лингводидактика – Foreign Linguistics and Linguodidactics
Issue – 2 № 6 (2024) / ISSN 2181-3701
292
The standard deviations for questions 1-6 are all relatively close, with a range from
0.5 to 0.8. The most consistent responses came from question 3, with the lowest standard
deviation of 0.5, indicating that participants were more in agreement with each other on
this question. Questions 1, 2, 4, 5, and 6 all had slightly higher standard deviations ranging
from 0.7 to 0.8, suggesting more variety in the responses for these questions.
Students showed their positive attitude toward the usage of digital technology in the
classroom and outside. Most of them agreed that they use technology in learning foreign
language. 1. I think digital technology is the best way to learn languages.
50%
of
respondents agreed with this statement, indicating a positive view towards using digital
technology for language learning. 2. Working on diverse projects like brochures, poster
presentations, shooting a film, and dubbing a cartoon sparked new ideas. 36.7% of
students agreed that engaging in various projects led to the generation of innovative ideas.
3. Most students believe that studying and living without technology is now impossible.
53.3% of respondents agreed that technology has become an integral part of their lives
and education. 4. The experience of shooting a film not only introduced new words and
phrases but also enhanced group work skills. 33.3% of respondents strongly agreed that
filming activities were both educational and enjoyable in a group setting.
5. Technology aided in dubbing an Uzbek cartoon, fostering creativity among students.
30% agreed that using technology for dubbing activities enhanced their creative thinking.
6. Engaging in technological projects like film making and dubbing cartoons improved
collaboration skills within groups. 33.3% of students agreed that working on technology-
based projects enhanced their ability to collaborate with different group members.
Quantitative Insights Survey results revealed that 67% of students believed digital
tools enhanced their foreign language learning, while 50% acknowledged potential
distractions. Approximately 68% felt that technology fostered creativity, though
31% cited internet access issues as a barrier.
Qualitative Themes Structured interviews uncovered recurring themes:
1.
Creativity: Students valued the opportunities to develop innovative ideas through
technology.
2.
Collaboration: Group projects enhanced teamwork but highlighted challenges
such as interpersonal conflicts.
3.
Distractions: Many students identified social media as a hindrance to focus.
DISCUSSION
Nevertheless, students’ positive impact of using digital technology, they also shared
negative assumptions about technology highlighting such facts as slow internet
connection, easily accessible social platforms and demotivation by computers. 1. Some
students find technology distracting as it leads to surfing the internet instead of focusing
on learning. 26.7% disagreed with the statement, suggesting that technology can be a
distraction from learning for some students. 2. Lack of internet access due to personal
aversion toward technology was identified as an issue. 33.3% disagreed with the
statement, highlighting that personal preferences do not hinder technology use.
3. Technology was perceived as demotivating during film projects, with some students
finding it unhelpful. 30% strongly disagreed that technology hindered their motivation
during film projects. 4. Difficulty in dubbing an Uzbek cartoon left some students feeling
desperate due to technology challenges. 30% disagreed with the statement, indicating that
technological hurdles can lead to feelings of desperation. 5. Handling technology post-
Xorijiy lingvistika va lingvodidaktika – Зарубежная лингвистика
и лингводидактика – Foreign Linguistics and Linguodidactics
Issue – 2 № 6 (2024) / ISSN 2181-3701
293
classes was challenging due to the rapid changes in software programs, affecting
performance. 33.3% disagreed that rapid software changes impede their ability to perform
effectively with technology. 6. Group work dynamics were considered a significant
obstacle to performance, with suggestions for improving outcomes through partner
changes. 33.3% disagreed, indicating that changing group partners could enhance
performance in technology-based tasks.
The research findings highlight both the advantages and challenges of technology
integration in language instruction. While digital tools offer prospects for collaborative
learning and skill enhancement, certain obstacles hinder optimal utilization. Among the
notable challenges encountered, poor internet connection, irresponsibility among group
members, and interpersonal conflicts emerged as significant factors contributing to task
non-completion.
CONCLUSION
The study illustrates how digital technology enriches language learning by enabling
creative projects like dubbing cartoons. While most participants completed their tasks
successfully, challenges faced by certain groups highlight the importance of providing
technical support and fostering effective teamwork. By addressing these difficulties,
educators can maximize the benefits of digital tools to create engaging and supportive
learning environments.
The findings also emphasize the importance of integrating technology thoughtfully
in language education. By effectively addressing challenges, educators can harness the
potential of digital tools to inspire creativity and support students in achieving their
academic goals in a technology-driven world.
REFERENCES:
1.
Carrier, M., et al. (2017). The PLATO System: A Computer-Based Instructional
System. Journal of Educational Technology, 45(2), 123-135.
2.
Çelik, S., & Aytın, K. (2014). Teachers' views on digital educational tools in English
language learning: Benefits and challenges in the Turkish context. TESL-EJ: Teaching
English as a Second or Foreign Language, 18(2).
3.
Kuchkarova, Y., and Kodirjonova, S. (2024). Next-Level Language Learning: EFL
Students Elevate English Skills with Mobile Apps in Higher Education. The Scientific
Council of the Kimyo International University in Tashkent.
4.
Kuchkarova, Y., and Rakhimberdiyeva, D. (2024). The Implementation of Digital
Tools by Educators for Successful Language Teaching in Higher Education. International
Conference Proceedings. The Scientific Council of the Uzbekistan State World University.
5.
Panagiotidis, P. (2023). Technology as a Motivational Factor in Foreign Language
Learning. European Journal of Education, 6(1), 69-82.
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Rubio, A.D.J., & Conesa, I.M.G. (2022). The Use of Digital Tools In The English
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