Digital tools have become increasingly present in foreign language classrooms. Applications such as Kahoot, Quizlet, and Blooket are commonly used to support vocabulary practice, review activities, and formative assessment. While these tools are widely used in many educational settings, their influence on student engagement, motivation, and perceived language learning outcomes remains debated. This study explores the role of digital technologies in shaping classroom participation and learning experiences among adolescents studying foreign languages in urban high schools in Kyrgyzstan. The research was guided by the question of how digital tools influence engagement, motivation, and perceived learning outcomes in foreign language classrooms. The study employed a predominantly qualitative research design supported by descriptive quantitative data. Participants were recruited through snowball sampling and included foreign language teachers and adolescent learners. Data were collected through classroom observations and surveys focusing on participants’ experiences with digital learning activities and were analyzed thematically to identify recurring patterns. The findings suggest that digital tools can significantly enhance classroom interaction and learner engagement when they are integrated thoughtfully into the pedagogical process. Both teachers and students reported increased motivation, a more dynamic classroom atmosphere, and greater participation. However, participants also emphasized that the effectiveness of digital tools largely depends on the teacher’s pedagogical approach and the way technology is integrated into the lesson.

Authors:
Elfida Mazmanova, American University of Central Asia, Kyrgyzstan

About the Presenter(s)
Elfida Mazmanova is a French language teacher at Quality Schools International in Bishkek and a graduate researcher in Language Education at the American University of Central Asia. Her research explores digital tools and student engagement in langua

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