THE USE OF DIGITAL TOOLS IN TEACHING A FOREIGN LANGUAGE TO FUTURE PROFESSIONALS IN INFORMATION AND EDUCATIONAL TECHNOLOGIES

Abstract

This study offers a deep analysis of the use of digital tools in teaching foreign languages to students majoring in informationand educational technologies. The research covers both the theoretical base and practical uses of platforms like Google Classroom,Microsoft Teams, Zoom, and Kahoot for blended and fully online learning environments. Conducted as a qualitative practitioner inquiry over three academic semesters, the study monitors how these digital tools affect learner engagement, motivation, language competence, and digital literacy development. It will pinpoint to what extent blended learning models can support effective learner autonomy with individualized pacing and real-world communication skills. The current article also touches on major obstacles–digital inequality, unstable Internet access, and inadequate technical support–and highlights an important continuing need for systematic teacher training so that digital tools are utilized not just efficiently but also meaningfully from a pedagogical perspective. Results indicate that gamifiedlearning through Kahoot improves the retention of vocabulary, lowers learner anxiety, and increases participation. It underlines how important it is to align instructional goals with what technology allows. Without this alignment, there is the risk that digital tools mightbe used in a superficial way or rather ineffectively. This article concludes by making practical recommendations for educators who arewilling to create meaningful language learning experiences supported by technology. The insights below will help learners as future professionals succeed in meeting the demands of digital communication and autonomous lifelong learning. Further research should takeplace exploring how blended learning models can be adapted from one discipline to another, along with different institutional settings.