ENHANCING STUDENTS’ ENGLISH PROFICIENCY THROUGH TECHNOLOGY-BASED LEARNING IN ELT

Abstract

This research explores how technology-driven learning methods can boost students’ English skills, with a particular focus on vocabulary acquisition and speaking proficiency in English Language Teaching (ELT). As digital technologies continue to evolve, their impact on education becomes more pronounced, pushing educators to blend interactive tools into their teaching routines. The study utilized a quasi-experimental model, engaging 60 undergraduate participants separated into experimental and control groups. The experimental group engaged with platforms like Duolingo, Quizlet, and YouTube, whereas the control group received conventional face-to-face instruction.

Vocabulary assessments, speaking evaluations, classroom observations, and questionnaires served as the primary data collection instruments. Results indicated that students utilizing digital tools attained notably higher scores than their peers taught by traditional means. Furthermore, participants expressed favorable attitudes toward the inclusion of technology, citing improvements in motivation, engagement, and the adaptability of their learning experiences.

These findings are in line with constructivist learning theory, which highlights the importance of active participation and meaningful learning. The outcomes suggest that incorporating technology into lessons can foster more dynamic classroom environments and facilitate better language development. Educators are advised to blend digital resources with effective teaching strategies for optimal results.