TECHNOLOGY-SUPPORTED ENGLISH LANGUAGE LEARNING IN HIGHER EDUCATION: ADVANTAGES, LIMITATIONS, AND LEARNING RESULTS

Abstract

In recent years, the use of digital technologies in higher education has greatly influenced the way English is taught and learned. Universities now make extensive use of language learning applications, virtual classrooms, learning management systems, and other interactive platforms to enhance students’ academic language skills. This study examines the advantages, difficulties, and learning outcomes associated with technology-supported English language learning in university settings. The research adopts a mixed-methods approach that includes student surveys and interviews with English instructors. The results show that digital tools increase student engagement, encourage independent learning, and improve the development of speaking, listening, reading, and writing abilities. At the same time, several challenges were identified, including differences in digital literacy, unequal access to technological resources, and the necessity for professional development among teachers. The findings suggest that technology is most beneficial when it is carefully integrated into teaching strategies rather than used simply as an additional resource without clear educational objectives.