THE USE OF DIGITAL EDUCATIONAL TOOLS IN ENGLISH LANGUAGE TEACHING FOR YOUNG LEARNERS
Keywords:
Digital tools; English language teaching; young learners; mobile-assisted language learning; gamification; educational technology; TPACK.Abstract
The rapid diffusion of digital technologies has reshaped how young learners encounter and practise English. This article examines the use of digital educational tools in English language teaching (ELT) for learners aged approximately 6 to 17. Using a narrative review of peer-reviewed research and grounded in sociocultural theory, multimedia learning theory, self-determination theory, and the TPACK framework, the paper classifies major categories of digital tools, synthesises evidence on their pedagogical benefits, and identifies persistent challenges, including unequal access, cognitive overload, limited teacher preparation, and data privacy. The review indicates that digital tools are most effective when they are aligned with clear learning objectives, embedded in communicative tasks, and mediated by a competent teacher, rather than used as stand-alone entertainment. The article concludes with a five-step framework for classroom implementation and recommendations for teacher education, policy, and future research.
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