THE IMPACT OF DIGITAL PEDAGOGICAL TOOLS AND COGNITIVE STRATEGIES ON ENGLISH LANGUAGE ACQUISITION AMONG FIRST-YEAR UNIVERSITY STUDENTS
Ключевые слова:
EFL methodology, digital pedagogy, cognitive strategies, language acquisition, Uzbekistan State University of World Languages, blended learning, communicative competence.Аннотация
This research article investigates the integration of digital pedagogical technologies and cognitive learning strategies in enhancing English language proficiency among first-year undergraduate philology students at Uzbekistan State University of World Languages. In the modern era of higher education, traditional communicative language teaching (CLT) paradigms are undergoing significant transformation due to the rapid advancement of Artificial Intelligence (AI), automated speech recognition, and interactive learning platforms. The study examines empirical data collected from target student cohorts, evaluating the efficacy of blended learning methodologies compared to conventional lecture-based approaches. Quantitative metrics demonstrate a statistically significant increase in academic vocabulary acquisition (+28%), listening comprehension, and speaking fluency among participants exposed to multimedia scaffolding and metacognitive self-regulation frameworks. The paper concludes with actionable recommendations for curriculum designers and EFL educators in Central Asian higher education institutions.
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