Use of innovative digital tools to optimize the teaching and learning of English in high school

Abstract

The present study examines the impact of innovative digital tools on the English teaching-learning process at the high school level. In this regard, the research focused on answering the following scientific question: How does using innovative digital tools influence the English teaching-learning process in high school students? Therefore, this research aimed to establish the impact of using innovative digital tools in the English teaching-learning process among high school students. The methodology employed a qualitative approach, conducting non-participatory observation in an educational institution in Machala city. The study evaluated the interaction between teachers and students on digital platforms used. The results show that while tools, such as Kahoot, Moodle, and Pear Deck can enhance motivation and academic performance, their implementation is limited and unstructured. It was identified that lack of teacher training, unequal access to technology, and sporadic use of these resources reduce their impact on learning. Additionally, it was observed that teachers mostly use basic digital tools, without leveraging advanced interactive strategies, which decreases students' interest in the long term. Although technology allows for personalized teaching and adaptation to different learning paces, methodologies that maximize this advantage are not applied. The research concludes that the effective integration of digital tools requires structured pedagogical planning, continuous teacher training, and equitable access to technology.