ENHANCING ENGLISH LANGUAGE SKILLS THROUGH DIGITAL TOOLS IN NON-LINGUISTIC UNIVERSITIES

Abstract

The integration of digital tools into English language teaching has transformed traditional learning practices, especially in non-linguistic universities where students often display diverse proficiency levels. This study investigates the effectiveness of digital technologies such as Google Forms, Kahoot, Miro, Quizlet, and Padlet in improving language skills among A2 and B1 level students at a non-state university. The participants consisted of 80 undergraduate students from economics and management faculties, divided into A2 and B1 proficiency groups. Over the course of eight weeks, each 80-minute class combined digital platforms with communicative and task-based methods. At the A2 level, tools such as Quizlet and Kahoot were applied for vocabulary retention, interactive quizzes, and real-time feedback, while Padlet supported collaborative sentence-building and short written tasks. For B1 learners, Miro and Mentimeter facilitated discussions, problem-solving activities, and structured argumentation, encouraging deeper engagement with English in academic contexts. The study employed pre- and post-tests alongside surveys to evaluate changes in language proficiency, student motivation, and participation. Results indicated measurable improvements in vocabulary acquisition, oral fluency, and student confidence, particularly for B1 learners who adapted faster to collaborative tasks. However, A2 learners demonstrated stronger engagement when tools provided gamification and visual support. The findings confirm that digital tools, when applied strategically, bridge gaps in mixed-ability classrooms, enhance learner autonomy, and increase motivation. This paper contributes to the growing body of research on innovative pedagogy by presenting a practical model for implementing digital technologies in non-linguistic universities.