INTEGRATING MODERN TECHNOLOGIES IN ENGLISH LANGUAGE TEACHING: INNOVATIONS, CHALLENGES, AND PEDAGOGICAL PERSPECTIVES

Аннотация

The 21st century has witnessed a rapid transformation in the landscape of English language teaching (ELT), propelled by the integration of digital technologies. This article examines the innovations, challenges, and pedagogical perspectives related to using modern technologies in ELT. Drawing from a combination of theoretical insights and practical examples—including classroom experience from Uzbekistan—this paper evaluates the impact of online platforms, mobile applications, learning management systems (LMS), virtual reality (VR), and artificial intelligence (AI) in fostering student engagement and language proficiency. The article also highlights the digital divide, teacher preparedness, and ethical concerns surrounding theuseoftechnology inELT. Keywords: English language teaching, digital tools, e-learning, virtual classrooms, pedagogy, AI, VR,LMS 1.Introduction English language teaching (ELT) is no longer confined to traditional methods involving chalkboards, textbooks, and passive learning. In the age of digital transformation, the pedagogy of ELT has experienced a paradigm shift, placing technology at the forefront of language acquisition. The global momentum toward technological innovation in education has influenced nations worldwide, including Uzbekistan, where systemic reforms and modernization efforts have sparked an increased interest in digital learning environments. The integration of modern technologies—ranging from simple digital flashcards to immersive virtual reality platforms— has reshaped the nature of the language classroom and introduced dynamic, student-centered, and interactive learning experiences. As we navigate an educational landscape defined by globalization and digital fluency, it becomes imperative to assess the nature and impact of technological tools used in ELT, identify pedagogical transformations, and address the contextualchallenges specific to countries likeUzbekistan. 2.Literature Review The scholarly literature on digital technology in ELT is both vast and rapidly evolving. Key researchers have traced the evolution from Computer-Assisted Language Learning (CALL) to Mobile-Assisted Language Learning (MALL), recognizing that technological interventions have not only altered how language is taught but also redefined the skills that constitute language proficiency. According to Levy and Stockwell (2006), CALL provided the foundational shift by introducing multimedia elements and computer-based activities to language education. Later, Kukulska-Hulme (2009) emphasized the potential of mobile technologies to support informal and ubiquitous learning, offering opportunities for real-time language practice and learner autonomy. Warschauer and Kern (2000) have similarly articulated the benefits of network-based language learning, particularly in fostering authentic communication through online collaboration. More recent contributions from Godwin-Jones page1876 INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE ISSN:2692-5206,ImpactFactor:12,23 AmericanAcademicpublishers,volume05,issue05,2025 Journal: https://www.academicpublishers.org/journals/index.php/ijai (2018) and Chapelle (2010) underscore the transformative potential of artificial intelligence and adaptive learning platforms in personalizing instruction and tracking learner progress. Despite the optimism surrounding these innovations, scholars also warn of risks related to over-reliance on technology, disparities in access, and insufficient teacher training. A growing body of literature also explores the ethical and psychological dimensions of digital learning, including concerns around screen fatigue, data privacy, and the diminished role of human interaction in fully digital classrooms. Together, these works provide a comprehensive theoretical foundation for analyzing the real-world implications of integrating technology in English language classrooms. 3.Methodology The methodological approach adopted in this study is primarily qualitative, involving a combination of desk-based research, expert interviews, and reflective observation from classrooms in Uzbekistan. Drawing from my personal experience as an English language instructor at ISFT Institute and other institutions in Tashkent, I contextualize global trends within a local framework. The data includes feedback from students, insights from peer collaboration among teachers, and institutional reports on digital platform usage. This blended methodology not only enables a comprehensive review of how technology is being implemented across diverse settings but also allows for the identification of recurring challenges and best practices. The approach emphasizes interpretive analysis over statistical generalization, aiming to provide a richly textured account of technology-enhanced ELT in the Uzbek context. 4.TheRole ofModern Technologies inELT Modern technologies have significantly diversified the tools available for English language instruction, enabling more flexible, i