THE USE OF DIGITAL TECHNOLOGIES IN THE CLASSROOM WHILE TEACHING ENGLISH: PSYCHOLOGICAL AND PEDAGOGICAL ASPECTS

Abstract

This article discusses the use of digital technologies in English language classes for 9th and 10th-grade learners in Astana, Kazakhstan. The primary objective of the study was to assess both the advantageous and disadvantageous impacts of incorporating digital tools into language education, with a particular focus on bolstering reading and listening proficiencies. In assessing the integration of digital technologies, the study addressed not only the instructional implications but also the psychological aspects involved. Students received activities requiring online blog reading to improve their reading abilities, while they got involved with news reports to enhance their listening skills afterwards established summaries of the material. The study emphasizes the essential significance of developing instructional techniques which utilize the possibilities of digital technology to improve communicative competence. It also highlights the value of adjusting these approaches to meet various approaches to learning and preferences, while keeping potential learning obstacles and motivational aspects in mind. By establishing a balance between technology integration and pedagogical efficacy, teachers can successfully employ digital technologies to improve the language learning experience for students in Astana and beyond.

Furthermore, the study acknowledges that teachers can maximize the benefits of digital tools and create dynamic learning environments that encourage language acquisition and proficiency by keeping relevant on advancements in educational technology and pedagogical best practices.