PRE-SERVICE TEACHERS’ PERCEPTIONS OF USING DIGITAL INNOVATIVE TOOLS IN LANGUAGE TEACHING

Abstract

The research study applied a quantitative methods research design using a questionnaire based on the DigCompEdu framework. The given instrument was adapted from a previous study to meet the needs of the second and third-year learners. The study highlighted the importance of digital competence through the use of innovative tools, and the findings revealed that respondents are eager for further training and support. The examination also identified a correlation between students’ learning preferences and the types of digital tools they use, presenting how individual choices can shape tool selection in language teaching.

This descriptive study explores the pre-service teachers’ perceptions towards using digital innovative educational tools in developing digital competence and creativity in language classrooms. The survey was prepared in Google Forms and consisted of 13 questions and was conducted among 51 second and third-year students of the English language teacher preparation department at South Kazakhstan Pedagogical University named after O. Zhanibekov to determine their learning preferences, digital tools usage, the level of confidence, and challenges while integration. The results show a strong preference for visual learning methods such as videos and diagrams. Furthermore, the majority of students reported high confidence in using digital tools creatively, but identified barriers including technical difficulties, limited resources, and lack of training. Overall, the findings indicate that future teachers recognize the importance of digital competence for their future careers and are motivated for further structured training. The study highlights the need for teacher education programs in Kazakhstan to strengthen digital pedagogy and align more closely with international standards for 21st-century teaching.