From Tradition to Innovation: Pre-Service Teachers’ Perceptions of Digital Transformation in Language Learning

Authors

  • Gulzhaukhar Kurebayeva

    Department of Philology, Alikhan Bokeikhan University, Semey 071400, Kazakhstan
  • Tulebike Kulgildinova

    International Communications Department, Kazakh Ablai Khan University of International Relations and World Languages, Almaty 020000, Kazakhstan
  • Gulnara Kurebayeva

    Department of Psychology, Shakarim University, Semey 071410, Kazakhstan
  • Bagila Akhatova

    International Communications Department, Kazakh Ablai Khan University of International Relations and World Languages, Almaty 020000, Kazakhstan
  • Tatyana Shevyakova

    International Communications Department, Kazakh Ablai Khan University of International Relations and World Languages, Almaty 020000, Kazakhstan
  • Saniya Nurgaliyeva

    Department of Primary Education, Abai Kazakh National Pedagogical University, Almaty 050013, Kazakhstan

DOI:

https://doi.org/10.30564/fls.v7i3.8768
Attitudes; Foreign Language Learning; Digital Transformation; Digital Technology; Strategies

Abstract

This study aims to determine the attitudes of pre-service teachers toward the digital transformation in foreign language instruction. This study was carried out using the survey model. 420 students participated in the sample group during the 2023–2024 academic year. The findings of the study have provided insight into how pre-service teachers view the role of digital transformation in foreign language instruction. Although there are some issues and difficulties, overall positive attitudes toward digital tools are shown by weighted averages and standard deviations across the different dimensions. According to the data, digital tools have a positive effect on engagement and motivation. The results provide practical insights for preparing non-linguistic university students to effectively learn foreign languages using digital resources. Despite having its origins in Kazakhstan, the study's conclusions could apply to other developing and multilingual countries dealing with comparable issues in digital education. It offers an example of how regional research can influence international best practices.

Keywords:

Attitudes; Foreign Language Learning; Digital Transformation; Digital Technology; Strategies

References

[1] McGarr, O., Mifsud, L., Colomer Rubio, J.C., 2021. Digital competence in teacher education: comparing national policies in Norway, Ireland and Spain. Learning, Media and Technology. 46(4), 483–497. DOI: https://doi.org/10.1080/17439884.2021.1913182

[2] Mohamed Hashim, M.A., Tlemsani, I., Matthews, R., 2022. Higher education strategy in digital transformation. Education and Information Technologies. 27(3), 3171–3195. DOI: https://doi.org/10.1007/s10639-021-10739-1

[3] Chen, X., Zou, D., Xie, H., 2024. Technologies in content and language integrated learning: types, purposes, and outcomes. International Journal of Mobile Learning and Organisation. 18(4), 461–495. DOI: https://doi.org/10.1504/IJMLO.2024.141807

[4] Zhai, C., Wibowo, S., 2023. A systematic review on artificial intelligence dialogue systems for enhancing English as foreign language students’ interactional competence in the university. Computers and Education: Artificial Intelligence. 4, 100134. DOI: https://doi.org/10.1016/j.caeai.2023.100134

[5] Alam, M.J., Hassan, R., Ogawa, K., 2023. Digitalization of higher education to achieve sustainability: Investigating students’ attitudes toward digitalization in Bangladesh. International Journal of Educational Research Open. 5, 100273. DOI: https://doi.org/10.1016/j.ijedro.2023.100273

[6] Schmidt, J.T., Tang, M., 2020. Digitalization in education: Challenges, trends and transformative potential. In: Harwardt, M., Niermann, P.F.J., Schmutte, A.M. (eds.). Führen und Managen in der digitalen Transformation. Springer Gabler: Wiesbaden, Germany. pp. 287–312. DOI: https://doi.org/10.1007/978-3-658-28670-5_16

[7] Martínez-Moreno, J., Petko, D., 2024. What motivates future teachers? The influence of Artificial Intelligence on student teachers' career choice. Computers and Education: Artificial Intelligence. 7, 100296. DOI: https://doi.org/10.1016/j.caeai.2024.100296

[8] Caena, F., Redecker, C., 2019. Aligning teacher competence frameworks to 21st century challenges: The case for the European Digital Competence Framework for Educators (Digcompedu). European Journal of Education. 54(3), 356–369. DOI: https://doi.org/10.1111/ejed.12345

[9] Fernández-Batanero, J.M., Montenegro-Rueda, M., Fernández-Cerero, J., et al., 2022. Digital competences for teacher professional development. Systematic review. European Journal of Teacher Education. 45(4), 513–531. DOI: https://doi.org/10.1080/02619768.2020.1827389

[10] Timotheou, S., Miliou, O., Dimitriadis, Y., et al.., 2023. Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review. Education and Information Technologies. 28(6), 6695–6726. DOI: https://doi.org/10.1007/s10639-022-11431-8

[11] Nurgaliyeva, S., Bolatov, A., Abildina, S., et al., 2024. COVID-19 online learning challenges: Kazakhstan secondary schools case study. Frontiers in Education. 9, 1448594. DOI: https://doi.org/10.3389/feduc.2024.1448594

[12] Tajibayeva, Z., Nurgaliyeva, S., Aubakirova, K., et al., 2023. Investigation of the psychological, pedagogical and technological adaptation levels of repatriated university students. International Journal of Education in Mathematics, Science, and Technology (IJEMST). 11(3), 755–774. DOI: https://doi.org/10.46328/ijemst.3336

[13] Nurgaliyeva, S., Iztleuova, Z., Maigeldiyeva, S., et al., 2023. Examining the Relationships between Teachers’ Job Satisfaction and Technological Competencies. International Journal of Education in Mathematics, Science and Technology. 11(4), 898–912. DOI: https://doi.org/10.46328/ijemst.3375

[14] Ospankulov, Y., Zhumabayeva, A., Nurgaliyeva, S., 2023. The impact of folk games on primary school students. Journal of Education and E-Learning Research. 10(2), 125–131. DOI: https://doi.org/10.20448/jeelr.v10i2.4473

[15] Nurgaliyeva, S., Zeinolla, S., Aben, A., et al., 2025. Kazakhstan’s universities: global challenges and local duties improving education quality. International Journal of Evaluation and Research in Education. 14(1), 768–776. DOI: http://doi.org/10.11591/ijere.v14i1.31852

[16] Nurgaliyeva, S., Zhumabayeva, A., Kulgildinova, T., et al., 2025. Evaluating student satisfaction of terminological apparatus with natural and mathematical textbooks in Kazakhstani schools. Cogent Education. 12(1). DOI: https://doi.org/10.1080/2331186X.2025.2468563

[17] Yespolova, G., Tanirbergen, A., Sharipkhanova, A., et al., 2025. The Impact of pedagogical referendariat on beginning teachers' professional development: a case study of Kazakhstan. International Journal of Innovative Research and Scientific Studies. 8(1), 1049–1058. DOI: https://doi.org/10.53894/ijirss.v8i1.4506

[18] Nurgaliyeva, S., Zhumabayeva, A., Kulgildinova, T., et al., 2025. Evaluating student satisfaction of terminological apparatus with natural and mathematical textbooks in Kazakhstani schools. Cogent Education. 12(1). DOI: https://doi.org/10.1080/2331186X.2025.2468563

[19] Dooly, M., Darvin, R., 2022. Intercultural communicative competence in the digital age: critical digital literacy and inquiry-based pedagogy. Language and Intercultural Communication. 22(3), 354–366. DOI: https://doi.org/10.1080/14708477.2022.2063304

[20] Cao, J., Bhuvaneswari, G., Arumugam, T., Aravind, B.R., 2023. The digital edge: examining the relationship between digital competency and language learning outcomes. Frontiers in Psychology. 14, 1187909. DOI: https://doi.org/10.3389/fpsyg.2023.1187909

[21] Brocca, N., Masia, V., Garassino, D., 2024. Empowering critical digital literacy in EFL: Teachers’ evaluation of didactic materials involving the recognition of presupposed information. Language Teaching Research. DOI: https://doi.org/10.1177/13621688241235019

[22] Røkenes, F.M., Krumsvik, R.J., 2016. Prepared to teach ESL with ICT? A study of digital competence in Norwegian teacher education. Computers & Education. 97, 1–20. DOI: https://doi.org/10.1016/j.compedu.2016.02.014

[23] Pokrivcakova, S., 2019. Preparing teachers for the application of AI-powered technologies in foreign language education. Journal of Language and Cultural Education. 7(3), 135–153. DOI: https://doi.org/10.2478/jolace-2019-0025

[24] Muallim, M., Mustain, M., Ulfa, S.M., 2024. Exploring trends of web-based vocabulary learning apps in Indonesian research: A systematic literature review. IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature. 12(2), 2124–2140. DOI: https://doi.org/10.24256/ideas.v12i2.5778

[25] Kim, H., Sefcik, J.S., Bradway, C., 2017. Characteristics of qualitative descriptive studies: A systematic review. Research in Nursing & Health, 40(1), 23–42. DOI: https://doi.org/10.1002/nur.21768

[26] Brown, S.A., Dennis, A.R., Venkatesh, V., 2010. Predicting collaboration technology use: Integrating technology adoption and collaboration research. Journal of Management Information Systems. 27(2), 9–54. DOI: https://doi.org/10.2753/MIS0742-1222270201

[27] Aprizal, A.D., Wachyudi, K., 2024. The Effectiveness of Memrise as a Vocabulary Learning Tool. Jurnal Ilmiah Wahana Pendidikan. 10(4), 8–17. DOI: https://doi.org/10.5281/zenodo.10499120

[28] Hanelt, A., Bohnsack, R., Marz, D., et al., 2021. A systematic review of the literature on digital transformation: Insights and implications for strategy and organizational change. Journal of Management Studies. 58(5), 1159–1197. DOI: https://doi.org/10.1111/joms.12639

[29] Leal Filho, W., Raath, S., Lazzarini, B., et al., 2018. The role of transformation in learning and education for sustainability. Journal of Cleaner Production, 199, 286–295. DOI: https://doi.org/10.1016/j.jclepro.2018.07.017

[30] Brunetti, F., Matt, D.T., Bonfanti, A., et al., 2020. Digital transformation challenges: strategies emerging from a multi-stakeholder approach. The TQM Journal. 32(4), 697–724. DOI: https://doi.org/10.1108/TQM-12-2019-030

[31] Ursu, N., Hutsul, I., Luts, S., et al., 2024. Innovative technologies in teaching art disciplines in educational institutions. Journal of Educational Technology Development and Exchange (JETDE). 17(1), 239–255. DOI: https://doi.org/10.18785/jetde.1701.14

[32] Mukul, E., Büyüközkan, G., 2023. Digital transformation in education: A systematic review of education 4.0. Technological Forecasting and Social Change. 194, 122664. DOI: https://doi.org/10.1016/j.techfore.2023.122664

[33] Yang, J., Sun, Y., Lin, R., et al., 2024. Strategic framework and global trends of national smart education policies. Humanities and Social Sciences Communications. 11(1), 1–13. DOI: https://doi.org/10.1057/s41599-024-03668-0

[34] Gkrimpizi, T., Peristeras, V., Magnisalis, I., 2023. Classification of barriers to digital transformation in higher education institutions: Systematic literature review. Education Sciences. 13(7), 746. DOI: https://doi.org/10.3390/educsci13070746

[35] Guillen-Gamez, F.D., Mayorga-Fernández, M.J., Del Moral, M.T., 2020. Comparative research in the digital competence of the pre-service education teacher: face-to-face vs blended education and gender. Journal of e-Learning and Knowledge Society. 16(3), 1–9. DOI: https://doi.org/10.20368/1971-8829/1135214

[36] Yoon, S.H., 2022. Gender and digital competence: Analysis of pre-service teachers’ educational needs and its implications. International Journal of Educational Research. 114, 101989. DOI: https://doi.org/10.1016/j.ijer.2022.101989

Downloads

How to Cite

Kurebayeva, G., Kulgildinova, T., Kurebayeva, G., Akhatova, B., Shevyakova, T., & Nurgaliyeva, S. (2025). From Tradition to Innovation: Pre-Service Teachers’ Perceptions of Digital Transformation in Language Learning. Forum for Linguistic Studies, 7(3), 351–361. https://doi.org/10.30564/fls.v7i3.8768

Issue

Vol. 7 , Iss. 3 (March 2025)

Article Type

Article

License

Copyright © 2025 Gulzhaukhar Kurebayeva, Tulebike Kulgildinova, Gulnara Kurebayeva, Bagila Akhatova, Tatyana Shevyakova, Saniya Nurgaliyeva

Creative Commons License

This is an open access article under the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) License.