2026-05-15T01:15:41.754Z http://ezaposleni.singidunum.ac.rs/rest/sciNaucniRezultati/oai

ezaposleni.singidunum.ac.rs/rest/sciNaucniRezultati/oai:2:10216 2024-11-12T20:08:27Z 2

Assessment of Digital Tools Impact in Language Education: Insights from Educators and Students 2024 http://ezaposleni.singidunum.ac.rs/rest/sciNaucniRezultati/oai/record/2/10216 https://revistapublicando.org/revista/index.php/crv/article/view/2435/2661 T. Gajić M. Veljković Michos A. Gagić N. Maenza This study evaluates the implementation and impact of digital educational tools in foreign language classrooms from both educators' and students' perspectives in Serbian secondary schools before, during, and after the COVID-19 pandemic. The research investigates the digital tools used, the challenges faced, and the perceived benefits of these tools in enhancing teaching and learning experiences. Quantitative data were collected through online surveys administered to 173 language teachers and 126 fourth-year secondary students, focusing on their experiences with digital tools in various instructional models—traditional, online, and hybrid. Results reveal significant discrepancies between teachers' and students' perceptions of digital tool usage and its frequency. While the majority of teachers reported frequent use of digital tools, students indicated less frequent exposure. Key findings indicate that digital tools like Google Classroom, Kahoot!, and Quizziz were widely used during the pandemic and continued to be utilized post-pandemic. Teachers highlighted the need for comprehensive training in digital competencies to integrate these tools into their teaching practices effectively. Both educators and students acknowledged the benefits of digital tools in creating dynamic and engaging learning environments, yet challenges such as maintaining student motivation and balancing attention in hybrid models were noted. This study underscores the importance of aligning training programs with teachers' needs and suggests future research to assess the effectiveness of such programs and explore non-technology-related factors influencing digital tool adoption in foreign language teaching. article https://doi.org/10.51528/rp.vol11.id2435 11 44 14 34 1390-9304 Revista Publicando