How do digital tools improve English proficiency in EFL classrooms? A multilevel modeling approach
DOI:
https://doi.org/10.70577/ASCE/222.239/2025Keywords:
Digital tools, EFL, teacher training, online platforms, language proficiency.Abstract
The study analyzes the effectiveness of digital tools in teaching English as a foreign language (EFL), highlighting their impact on oral communication skills. Using a mixed methods approach and a Hierarchical Linear Model (HLM), 27 students from 9 schools were evaluated, considering variables such as frequency of use of digital tools, type of tool (online platforms, interactive whiteboards, educational software), teacher training, class size and socioeconomic level. The results show that teacher training isthe most determinant factor, increasing language proficiency by 8.48 points (p<0.01). Online platforms outperform educational software (+3.42 points, p=0.0055), while interactive whiteboards show no significant difference (p=0.496). The frequency of use of digital tools has a moderate effect (+1.30 points, p=0.39), but their systematic implementation improves learning. No significant variations were found between schools (p=0.136), suggesting that these strategies are applicable in diverse contexts. It is recommended to strengthen teacher training, prioritize online platforms, and establish a frequent and structured use of digital tools to maximize English learning.
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Copyright (c) 2025 Diana Carolina Campaña Días, Elsa Amalia Basantes Arias, Luis Armando Quishpe Hipo
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