DIGITAL TECHNOLOGY INTEGRATION IN UZBEK UNIVERSITY ENGLISH LANGUAGE CLASSROOMS: OPPORTUNITIES AND OBSTACLES
Authors/Creators
Description
Background: The digitalisation of higher education has accelerated globally following the COVID-19 pandemic, and Uzbekistan's universities have been directed to adopt blended and technology-enhanced language learning environments under the "Digital Uzbekistan 2030" strategy. Aim: To examine how university English teachers in Uzbekistan integrate digital technologies into language instruction and what obstacles hinder effective integration. Methods: A qualitative case study design was used, involving classroom observations (n = 36 lessons), semi-structured interviews with 20 university English teachers from four higher education institutions in Tashkent and Samarkand, and document analysis of institutional technology policies. Data were analysed thematically. Results: Teachers used technology primarily for content delivery rather than interactive language practice; four obstacle categories were identified: infrastructural unreliability, digital literacy gaps, absence of institutional pedagogical guidance, and student device inequity. Discussion: A shift from technology-as-presentation to technology-as-interaction is needed, supported by task-based digital activity design, targeted teacher digital literacy training, and equitable device access policies.
Files
497-491.pdf
Files
(167.9 kB)
| Name | Size | Download all |
|---|---|---|
|
md5:e97ee3437534bc96d90ae62f332bb2c5
|
167.9 kB | Preview Download |
Additional details
References
- Ally, M. (2019). Competency profile of the digital and online teacher in future education. International Review of Research in Open and Distributed Learning, 20(2), 302–318. https://doi.org/10.19173/irrodl.v20i2.4206
- Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
- Chapelle, C. A. (2001). Computer Applications in Second Language Acquisition. Cambridge University Press.
- Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), 255–284. https://doi.org/10.1080/15391523.2010.10782551
- Government of Uzbekistan. (2020). Digital Uzbekistan 2030 Strategy. Presidential Decree No. UP-6079.