APPLYING TECHNOLOGY IN SECOND LANGUAGE ACQUISITION: THE ROLE OF LANGUAGE LEARNING APPS AND DIGITAL TOOLS

Аннотация

This article explores how mobile apps and digital platforms are transforming the way second languages are learned. Focusing on tools like Duolingo, Memrise, and AI-driven applications, the article discusses how technology supports vocabulary acquisition, listening skills, and independent practice. Classroom insights and existing research highlight increased learner motivation, personalized learning, and broader accessibility. Recommendations for integrating apps into traditional instruction are also offered. Introduction: The rise of mobile technology and online learning tools has significantly changed the landscape of second language acquisition. Learners now have access to interactive platforms, such as Duolingo, Babbel, and Memrise, that allow for self-paced, engaging practice. These tools combine gamified learning, artificial intelligence, and adaptive feedback to provide customized language exposure outside traditional classrooms. Such technological advancements are no longer seen as supplementary; they have become integral to many language programs. The shift toward technology- assisted learning reflects both changing learner preferences and the demand for flexible, real-world practice. Methods: To evaluate the role of technology in second language acquisition, informal studies and classroom applications were observed across different learner groups. Learners used language apps as part of their weekly practice schedules, with attention given to vocabulary retention, engagement levels, and listening comprehension. Existing academic research, including works by Godwin-Jones (2018) and Munday (2016), was also reviewed. The analysis combined firsthand observations from school-based usage and documented research on mobile-assisted language learning (MALL) to examine effectiveness. A mixed-methods approach was used to explore the effectiveness of language learning applications in supporting second language acquisition. Participants from three secondary schools were introduced to language apps such as Duolingo and https://scientific-jl.com 9 6 46-son_1-to’plam_Iyun -2025 ISSN:3030-3621 Ta'lim innovatsiyasi va integratsiyasi Memrise as part of their weekly study routines. The intervention lasted for 12 weeks, during which students engaged with these tools for a minimum of 15 minutes daily. Quantitative data were gathered through vocabulary assessments administered at the beginning, midpoint, and conclusion of the study. App usage statistics were also reviewed to track learner progress. Qualitative feedback was collected through semi- structured interviews, student journals, and teacher observations, capturing attitudes, motivation, and engagement with the digital platforms. This triangulated design allowed for a comprehensive understanding of both measurable outcomes and learner experiences.