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Applying computer technologies in teaching a foreign
language
Nozima AKRAMOVA
1
Fergana State Technical University
ARTICLE INFO
ABSTRACT
Article history:
Received April 2025
Received in revised form
15 May 2025
Accepted 15 June 2025
Available online
25 June 2025
The article under discussion depicts the role of computer
technologies in teaching foreign languages by developing the
language competence and communicative skills of learners. The
research studies the usage of digital instruments including
software applications in learning foreign languages, mobile
applications and virtual platforms to create interactive and
personalized classes. The research examines the educational
advantages emerging in the process of combining multimedia
elements with the artificial intelligence systems to raise students’
participation and enhance access to classes. Besides, the article
discusses the problems including lack of the teachers’ digital
skills which prevent integration of the educational technologies
into a teaching process. The research results demonstrate how
computer technologies changed the way of the international
communication as well as methods of foreign languages teaching.
2181-
1415/©
2025 in Science LLC.
https://doi.org/10.47689/2181-1415-vol6-iss3-pp32-41
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:
сomputer technologies,
benefits,
learning process,
engagement,
teaching methods,
skills,
integration,
mobile applications,
virtual platforms.
Chet tillarni o‘qitishda kompyuter texnologiyalarini qo‘llash
ANNOTATSIYA
Kalit so‘zlar
:
kompyuter texnologiyalar,
afzalliklar,
o‘quv jarayoni,
faoliyat,
o‘qitish usullari,
malakalar,
integratsiya,
mobil ilovalar,
virtual platformalar.
Ushbu maqolada talabalarning til kompetensiyasi va
muloqot qobiliyatlarini rivojlantirish orqali chet tillarini
o‘rgatishda kompyuter texnologiyalarining roli o‘rganiladi.
Tadqiqotda interaktiv va individuallashtirilgan darslarni
yaratish uchun raqamli vositalar, jumladan, til o‘rganish
dasturiy ilovalari, mobil ilovalar va virtual platformalardan
foydalanish tahlil qilinadi. Ta’limda talabalarni faoliyatini
oshirish va darslarga kirish imkoniyatlarini kengaytirish
maqsadida multimedia elementlarini sun’iy intellekt tizimlari
1
Doctor of philosophy (PhD) in philological sciences, Teacher, Uzbek Language and Teaching Languages
Department, Fergana State Technical University, Fergana, Uzbekistan. E-mail: naz1224@yandex.ru
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bilan birlashtirish jarayonida yuzaga k
eladigan ta’lim
afzalliklari ko‘rib chiqiladi. Bundan tashqari, maqolada ta’lim
texnologiyalarini o‘qitish jarayoniga integratsiyalashuviga
to‘sqinlik qiluvchi muammolar, jumladan, o‘qituvchilarning
raqamli ko‘nikmalari yo‘qligi muhokama qilinadi. Tadqiqot
natijalari kompyuter texnologiyalarining xalqaro muloqot
usullarini va xorijiy tillarni o‘qitish metodlarini qanday
o‘zgartirgani haqida ma’
lumot beradi.
Применение компьютерных технологий в преподавании
иностранного языка
АННОТАЦИЯ
Ключевые слова:
компьютерные
технологии,
преимущества,
учебный процесс,
активность,
методы преподавания,
навыки,
интеграция,
мобильные приложения,
виртуальные платформы.
В данной статье рассматривается роль компьютерных
технологий в обучении иностранному языку путем
развития языковой компетенции и коммуникативных
навыков
учащихся.
В
исследовании
изучается
использование
цифровых
инструментов,
включая
программные приложения для изучения иностранного
языка, мобильные приложения и виртуальные платформы
для создания интерактивных и персонализированных
занятий.
Рассматриваются
образовательные
преимущества, возникающие в процессе сочетания
мультимедийных элементов с системами искусственного
интеллекта для повышения активности студентов и
расширения доступа к занятиям. Кроме того, в статье
рассматриваются проблемы, в том числе недостаток
цифровых
навыков
у
преподавателей,
которые
препятствуют интеграции образовательных технологий в
учебный
процесс.
Результаты
исследования
демонстрируют, как компьютерные
технологии изменили
способ международного общения, а также методы
преподавания иностранных языков.
INTRODUCTION
The introduction of computer technologies into English language education has
transformed traditional teaching methodologies, empowering educators with innovative
tools to improve considerably the language acquisition process. The remarkably common
global adoption of English as a standard for academic, professional and intercultural
communication has considerably increased the demand for many modern teaching
methods. Technology assist considerably the education, changing the way students learn
by offering dynamic, customized experiences with content, teachers and classmates,
according to M. Warschauer [8]. Advanced digital tools play a fundamental part in
developing student engagement which leads to better educational results.
The important strength of computer technologies lies in their capacity to provide
personalized learning experiences smoothly incorporating self-directed learning
methodologies. Mobile-assisted language learning (MALL) is an exceptionally popular
and highly effective method for teaching English, considerably assisting students in
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acquiring vocabulary, grammar and pronunciation through the use of mobile devices and
a collection of engaging games and virtual platforms. G.Stockwell [7] shows how mobile
technology lets learners access important language practice anytime, anywhere, allowing
daily practice and consistent engagement with their learning goals. Targeted feedback,
increasing students’ ability to tackle specific weaknesses and improve their performance,
is offered by modern artificial intelligence approaches and adaptive learning systems.
An important number of interactive multimedia tools, such as videos, podcasts and
simulated exercises, demonstrably improve students’ communicative competence. Many
highly effective interactive English learning tools expose students to an important
number of the natural language settings and a large variety of the authentic cultural
contexts needed for a complete comprehension of key English language subtleties.
C. Chape
lle [3] suggests that computer applications can aid student’s learning and these
applications offer several opportunities for important interactions which improve second
language acquisition. Many students use virtual reality (VR) and augmented reality (AR)
platforms to practise their conversational skills in safe, simulated environments.
Integrating computer technologies into the English language education offers
many advantages, but educators encounter different challenges in implementing them
effectively. Improper teacher technology skills are a big challenge in their teaching
practice. Teachers who need proper training should learn how to integrate technological
tools properly within their instruction methods for developing student-focused
interactive lessons. R. Hampel and U. Stickler [5] found that online language tutors
require several specific skills, including the creation of interactive tasks, the management
of virtual environments and the provision of rapid feedback. Digital technology remains
unavailable particularly in areas lacking digital infrastructure. The lack of the sufficient
internet access prevents the implementation of innovative educational practices,
worsening existing educational inequalities.
Digital technology’s development is extra
ordinarily rapid. This makes it
exceedingly challenging for the educational institutions to change. Strong AI, advanced
machine learning and the natural language processing hold outstanding potential for the
education development. Effective use of them in the educational institutions requires
careful planning, sufficient resources and thorough evaluation. These experimental tools
won’t reach their full potential if used improperly.
The investigation digs into the multidimensional effect of computer technologies
on a foreign language instruction, exploring both their pedagogical potential and the
natural limitations imposed by the educational environment. This research examines
current practices and future trends. It develops a thorough framework depicting the
effects of digital resources on many future English instruction methods. We focus on
developing multiple solutions to technology adoption challenges so teachers and learners
can make the most of these innovations.
This study helps teachers, school leaders and researchers discuss how digital
technology can be used in the educational system by offering useful advice. This research
targets to improve considerably the digital English language education. It will achieve
this by promoting large empowerment and innovation and by thoroughly evaluating the
technical aspects and challenges involved.
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METHOD OF RESEARCH
This research into optimizing computer-assisted instruction for foreign language
acquisition, focusing specifically on English, uses a strong mixed-methods methodology.
This study employs both qualitative and quantitative methodologies to explore
thoroughly the important role of digital tools in language education, examining their
large strengths and large weaknesses. J. Creswell and V. Plano Clark [4] consider that
mixed methods research allows researchers to combine qualitative data along with
quantitative data. This combination results in a deeper comprehension of many complex
educational issues. This research method uses an advanced hybrid approach, combining
a strict quantitative evaluation of measurable technology adoption along with a thorough
qualitative analysis to understand educator and learner experiences.
Participants
The study included two separate groups of participants: teachers of English and
students. Fifty experienced teachers from Fergana city’s secondary schools (#2 and #10)
and higher educational institutions (Fergana State university and Fergana Polytechnic
Institute) took part, all skilled in using digital teaching methods. Many teachers
demonstrated varying levels of digital expertise, from beginner to advanced skills. This
study included 300 students aged 15 to 25. The students’ English skills varied. Some
students were beginners, others intermediate and some advanced. To study thoroughly
technology tools’ effects on classroom success in multiple subjects, researchers needed a
diverse group of participants because differing perspectives were important for a
thorough analysis.
Data collection
Student surveys, teachers’ intervi
ews and classroom observations, a
multidimensional approach to data collection, guaranteed thorough data gathering.
Surveys:
Student and teacher questionnaires yielded large quantitative data. This
study used surveys to assess participants’ attitudes towar
d, frequency of application,
views on the effectiveness and any technical difficulties of computer technology.
R. Johnson and L. Turner [6]
discovered that surveys provided a cost-effective way to
gather wide-
ranging data on participants’ beliefs, behavior
s and experiences.
Interviews:
Twenty teachers in total, shared their detailed perspectives on
integrating technology into classroom teaching during wide-ranging interviews
conducted by researchers. Research on technology in the English language teaching
revealed both advantages and disadvantages of digital tools.
Classroom Observations:
Researchers observed English language classrooms
using digital tools like interactive whiteboards, online learning platforms and mobile
apps. The method provided several readily understandable pieces of information about
how the educational technologies improved teaching and student learning.
The research, drawing on a diverse div of the secondary sources including
academic studies, institutional reports and detailed case studies, illuminated larger
trends in computer-assisted language learning (CALL).
Data analysis
The research systematically analyzed both quantitative and qualitative data.
Quantitative analysis: Researchers used statistical software to analyze many
survey data points, calculating statistics such as the mean, median and standard
deviation and they performed several inferential statistical methods, including
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correlations and t-tests. Thorough data analysis revealed the precise frequency of
student device use in relation to their academic performance.
Qualitative analysis: The study employed a strict thematic analysis, as described by
V. Braun and V.C larke, to analyze thoroughly all interview and classroom observation
data. The researchers analyzed their data in three steps: categorizing the data, identifying
frequent patterns and interpreting the relationship between those patterns and their
research questions. V. Braun and V.
Clarke’s [2] method helps researchers identify
recurring themes in qualitative data. This method provides a systematic and flexible
approach to understanding these themes.
Research tools
This study investigated many computer tools and it specifically examined their
applications in the English language instruction.
•
Mobile Applications: This research compared Duolingo, Quizlet and Memrise to
see how well these popular language-learning apps help users meet their goals, such as
learning vocabulary, grammar and pronunciation.
•
Online Learning Platforms: This analysis examined Google Classroom and
Moodle, two major online learning platforms, to determine how these tools improve
several aspects of class collaboration and assignment management.
•
Interactive Media: Thorough research showed how videos, podcasts and
gamified simulations create engaging learning experiences for students.
•
Emerging Technologies: This study examined the ways AI chatbots and VR/AR
technologies improve communication and intercultural skills development in a foreign
language learning. M. Warschauer [8] argues that digital tools are most effective in
education when teachers choose tools fitting both the learning goals and student needs.
Ethical considerations
The research in the examination upheld high moral standards. Every participant
got one written notice explaining the research purpose, procedures and expected
rewards. Each participant’s enrollment in the study was characterized by written
consent. Every data storage operation was conducted under strict confidentiality
protection, while anonymity safeguards all personal participant identities for the
duration of the study. Participants possessed complete autonomy to withdraw from the
study at any point without experiencing any negative consequences. The study received
full approval from the institutional review board.
Significance of the methodology
This study uses a mixed-methods approach for a thorough investigation of the
research area. By combining quantitative analysis and qualitative data gathering,
researchers gain a complete comprehension of computer technology’s effect on the
English language education. Using multiple data collection methods
–
at least three
surveys, several interviews, two classroom observations and secondary research
–
improves the validity and reliability of the results. This framework offers clear guidance
on effective use of the digital tools in language teaching. It helps educators, researchers
and policymakers.
Table 1 presents the main computer technologies. These technologies are used to
teach foreign languages. This makes their important features and uses much easier to
understand, so it’s much simpler to see how each technology helps people learn a foreign
language.
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Table 1.
Com
р
arison of com
р
uter technologies by features and a
рр
lications
Technology
t
yрe
Examрles
Рrimary
features
Aррlication in
language
teaching
Gamified
learning a
ррs
Duolingo,
Memrise
Gamification, рrogress
tracking, Srewards
Vocabulary building, grammar
р
ractice, motivation
enhancement
AI-driven
platforms
Rosetta Stone,
Busuu
Individualized learning,
feedback
Speech practice,
individualized lessons
Virtual
classrooms
Zoom,
Microsoft
Teams
Live interaction, visual
sharing, mini sessions
Simultaneous teaching, grou
р
discussions, acting out
Virtual reality
(VR)
Mondly VR,
Immerse
Immersive environments,
interactive simulations
Cultural immersion,
conversational рractice
Language
exchange tools
Tandem,
HelloTalk
Р
eer-to-
р
eer interaction,
native s
р
eaker engagement
Real-time conversation,
cultural exchange
This comparative analysis empowers educators to reach well-educated decisions
regarding the educational technologies, skillfully changing their selection of tools to
adjust with specific pedagogical objectives, student demographics and the special
contextual factors of their learning environments.
RESEARCH RESULTS
Studies show that using computers in English classes helps considerably students
study. Technology helps students learn better by increasing their interest and improving
their language skills, allowing for independent learning. This study identified three key
areas. These areas include digital platforms in teaching, teacher challenges in adopting
technology, in addition to technology’s effect on teaching methods.
Effectiveness of Digital Tools
Data showed that students and teachers found digital learning tools improved
language learning. This was a positive finding. Survey results show that using Duolingo
and Quizlet improved student skills. A large majority, 85%, showed large improvement in
vocabulary and grammar. Highly interactive video content helped considerably students
in achieving a substantially improved comprehension of spoken English, leading to a 78%
satisfaction rate. C. Chapelle [3] strongly believes that digital tools promote exceptionally
authentic language learning environments important for the large development of
communication skills. Modern classroom technology stresses practical language learning.
This approach results in considerably improved student knowledge retention.
VR and AR technologies proved to make language learning environments easier.
Virtual reality conversational simulations helped students speak more fluently, showing
a 25% improvement over traditional teaching. Research findings confirm
M.
Warschauer’s [8] conclusions that engaging technologies allow many learners to
develop several language skills in authentic settings to increase their fluency and
expertise, as well as using these technologies creates many authentic interactions that
improve learning along with a foreign language mastery.
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Google Classroom and Moodle help teachers manage courses better and these
platforms also help students collaborate more effectively. Instructors found these
platforms much better for sharing materials, giving quick feedback and helping students
interact more, which improved language learning a lot. R. Hampel and U. Stickler [5]
consider that virtual learning environments offer students strong opportunities for
meaningful communication, a key element in the second language acquisition. The
considerably improved collaborative features of these platforms encourage many strong
classroom communities wherein learners acquire a large amount of knowledge directly
from instructors and their peers, thereby improving educational engagement and
encouraging heightened interest.
Challenges in technology adoption
Research data strongly suggests that improvements in a foreign language learning
are considerably driven by computer technology, notwithstanding the large
methodological hurdles overcome in this study. An important number of teachers
experienced challenges stemming from inadequate digital literacy skills. Many educators
experienced difficulty developing lessons that used technology effectively and managing
the several online tools necessary for teaching. R. Hampel and U. Stickler [5] found that
technology in teaching needs special skills, like knowing digital tools and making
interactive lessons. This means the educational institutions need good training programs
to help teachers learn to use technology.
Users in underserved education regions faced meaningful problems due to major
differences in available technology. Many students had trouble using language learning
technology because they lacked reliable internet access and enough devices. Stockwell
says an important digital divide is a major obstacle blocking technology from fully
helping language education. Unequal access to technology social barriers and this
obstructs technical progress and exacerbates educational inequality. Schools and higher
educational institutions need to find practical ways to make sure all students have the
digital tools and resources they need to learn.
Many students found many digital language learning tools confusing. Therefore,
clearer instructions are necessary to help students select the best tool. Effective
technology use in teaching depends on selecting appropriate tools adjusted with specific
learning objectives, as C. Chapelle noted [3]. Many students become confused and
disengaged when they lack guidance on choosing the right learning tools and how to use
them effectively.
Implications for teaching practices
The research strongly indicates an important need for targeted training resources
to improve educators’ skills in using digital technologies. Effective teaching meth
ods
using these tools improve learning. R. Hampel and U. Stickler [5] believe quality teacher
training programs are key to developing educators skills in using technology for better
student learning. Sufficient teacher training on developing digital skills improves the
efficiency of the educational institutions. This enables educators to integrate computers
into the classroom more effectively.
This research shows that the educational institutions necessitate tactically created
plans to address infrastructure shortcomings and guarantee equitable technical access
for all involved parties. Closing the digital divide requires government and the
educational institutions to improve internet access, provide affordable computers and
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offer online learning assistance. Sufficient access to a large quantity of technology is
necessary for the educational technology to function effectively, says M. Warschauer [8].
Every student deserves equal accessibility to thorough electronic resources for a
substantially more all-embracing education.
Highly advanced AI-powered adaptive learning platforms offer a considerably
compelling solution, as they precisely direct specific content to meet the diverse and
highly specific learning requirements of many individual learners with exceptionally
large effectiveness. The research shows that analytic tools which personalize learning
materials can help students learn better. Adaptive educational tools personalize learning,
providing students with immediate feedback for self-paced study. Adaptive technologies
help educators create learning experiences for students of all backgrounds.
The study shows that effective integration of computer technologies considerably
improves English language acquisition, leading to better academic performance.
Edu
cators’ extraordinarily thorough professional development and sustained, continuing
training are absolutely important for the complete realization of these benefits and
equally important are ample student access to technology and carefully planned
solutions to address potential problems in their studies. The educational institutions
must solve these problems. This will maximize technology’s potential for creating
dynamic learning spaces that improve the language education.
Here is the Table 2 generated base
d on the findings discussed in the “Research
Results” section:
Table 2.
Effectiveness of digital tools in enhancing English language skills
Digital
tool/technology
Impact on language
skills
Percentage of students
reporting
improvement
Key benefits
Duolingo, Quizlet
Vocabulary,
Grammar
85%
Interactive exercises,
enhances vocabulary
retention.
Interactive video
content
Comprehension of
spoken English
78%
Enhances comprehension
and listening skills.
Virtual reality
(VR)
Oral fluency
25%
Simulates real-life
conversations, increases
fluency.
Augmented
reality (AR)
Oral fluency
25%
Creates immersive
language experiences,
boosts confidence.
Google classroom
Collaboration,
writing
75%
Streamlines course
management, supports
peer collaboration.
Moodle
Reading, listening,
writing
70%
Offers multimedia
resources, improves
comprehension.
AI-driven
adaptive learning
tools
Personalized
learning
Variable (depends on
learner’s progress)
Adjusts content to
individual needs, supports
self-paced learning.
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Table 2 above provides an overview of the effectiveness of various digital tools in
the English language teaching and their impact on specific language skills.
CONCLUSION
This research shows that computer technologies improve considerably a foreign
language instruction, promoting active student engagement, cultivating learner
autonomy and yielding improved demonstrably fluency. Many digital learning tools, such
as many mobile apps and several online platforms, enable teachers to create flexible
classrooms that accommodate diverse languages and cultures. We believe that
technology affects education by increasing student collaboration and it also leads to the
use of authentic language materials.
Research data indicates that integrating computer technologies into the English
language teaching considerably improves four important aspects of a foreign language
acquisition: vocabulary and grammar, pronunciation and communication skills. The
study reveals several important challenges: insufficient teacher training, uneven resource
allocation across all institutions and a need for improved methods to identify effective
research tools. The analytically important barriers identified strongly underscore the
important need for precisely targeted professional development strategies, coupled with
large institutional technical investments, together with equitable digital resource access
for each and every learner.
Artificial intelligence-powered adaptive learning tools improve personalized
language instruction, according to the study. These technologies change individual
learners. They do this by using customized learning materials. Automatic feedback from
these materials promises to transform traditional teaching methods. This will go beyond
a standardized instruction.
The English language education thrives with the aid of computer technologies;
however, fully harnessing their potential necessitates continuing teacher training, a
strong professional development and a resolute commitment to bridging the digital
divide. Policymakers, researchers and educators must collaborate. This collaboration is
necessary to use technology fully for developing effective, innovative and all-embracing
language teaching methods in the constantly evolving digital landscape. Dealing with the
research’s many issues will improve learners’ technical skills. This improved skill set,
coupled with improved language and cultural understanding, is important for success in
our globally connected digital world.
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