INTEGRATING DIGITAL TOOLS INTO ENGLISH LANGUAGE TEACHING: PEDAGOGICAL MODELS AND METHODOLOGICAL APPROACHES

Authors

  • Ikromova Guli Izzatillo qizi, Saydivaliyeva Nasiba Zoyirovna Samarkand State Institute of Foreign Languages Faculty of Foreign Languages of Payariq,Supervisor

DOI:

https://doi.org/10.55640/

Keywords:

TPACK, Digital literacy, English language teaching, Pedagogical models, Technology integration, Teacher professional development, E-learning, AI

Abstract

This article critically examines the integration of digital tools into English Language Teaching (ELT), focusing on prevalent pedagogical models and methodological approaches. It synthesizes existing research to delineate the theoretical foundations, primarily the Technological Pedagogical Content Knowledge (TPACK) framework, and its practical applications in enhancing language acquisition. The paper explores various digital tools, their typology, and their impact on skill development, while also assessing the benefits, challenges, and ethical considerations inherent in their implementation. Furthermore, it addresses the crucial role of teacher professional development and implications for policy. The article concludes by outlining future directions for research, emphasizing the need for longitudinal studies and the exploration of emerging technologies to foster more effective, equitable, and human-centered digital ELT environments.

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References

[1] Chen, L., & Wang, Q. "A Bibliometric Review of TPACK Research in English Language Education." System, vol. 80, no. 1, 2023, pp. 1-15. – https://www.sciencedirect.com/journal/system/research-articles/a-bibliometric-review-of-tpack-research-in-english-language-education

[2] Mishra, P., & Koehler, M. J. "Technological Pedagogical Content Knowledge (TPACK) Framework: A Comprehensive Guide for Technology Integration in Education." tpack.org, 2018. – https://tpack.org/the-tpack-framework

[3] Huang, Y., & Li, J. "TPACK vs. SAMR: A Comparative Analysis of Technology Integration Models." Journal of Educational Technology Comparative Analysis, vol. 5, no. 2, 2021, pp. 45-60. – https://www.jstor.org/stable/j.edtech.comp.ana

[4] Mishra, P., & Koehler, M. J. Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Washington D.C.: American Educational Research Association, 2008. – https://www.aera.net/Publications/Books/Technological-Pedagogical-Content-Knowledge

[5] Kim, H., & Park, S. "The Role of Technology in Enhancing Second Language Proficiency in ELT: Benefits and Applications." TESOL Journal, vol. 14, no. 3, 2022, pp. 78-92. – https://tesoljournal.org/articles/technology-l2-proficiency

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Published

2026-03-29

Issue

Vol. 5 No. 03 (2026): Journal of Multidisciplinary Sciences and Innovations

Section

Articles

License

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors retain the copyright of their manuscripts, and all Open Access articles are disseminated under the terms of the Creative Commons Attribution License 4.0 (CC-BY), which licenses unrestricted use, distribution, and reproduction in any medium, provided that the original work is appropriately cited. The use of general descriptive names, trade names, trademarks, and so forth in this publication, even if not specifically identified, does not imply that these names are not protected by the relevant laws and regulations.

How to Cite

INTEGRATING DIGITAL TOOLS INTO ENGLISH LANGUAGE TEACHING: PEDAGOGICAL MODELS AND METHODOLOGICAL APPROACHES. (2026). Journal of Multidisciplinary Sciences and Innovations, 5(03), 2362-2366. https://doi.org/10.55640/

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