PRACTICAL ASPECTS OF USING DIGITAL PLATFORMS FOR INCLUSIVE ENGLISH LANGUAGE TEACHING

Kismetova Galiya, Makhanbetalina Gulim

doi:10.37238/2960-1371.2960-138X.2025.100(4).156

Kismetova Galiya, Makhanbetalina Gulim ЗКУ имени М.Утемисова

DOI: https://doi.org/10.37238/2960-1371.2960-138X.2025.100(4).156

Keywords: inclusive education; digital platforms; English language teaching; blended learning; accessibility; online learning tools; Moodle; Zoom; Kahoot; Google Classroom; differentiated instruction; student engagement; teacher training; adaptive learning; inclusive pedagogy.

Abstract

The rapid adoption of digital technologies in education has fundamentally changed the way inclusive English language teaching is taking place both physically and cognitively, providing new pedagogical possibilities for learners with different learning needs and abilities. This study sets out to explore the practical side of the use of digital platforms to promote increased accessibility, engagement, and language development in inclusive classrooms. For the study, a mixed-methods approach was used which included observing classrooms, interviewing teachers and analyzing the feedback of students to determine the pedagogical effects of using digital platforms, such as Google Classroom, Moodle, Kahoot, and Zoom.

Findings from the study suggest that digital platforms contribute to differentiated instruction, enhance learner motivation and engagement, as well as promote collaboration between teachers and students. Learners in classrooms where interactive tools, gamified activities, and more personalized learning options were implemented were able to experience a flexible, learner-centered environment that helped them meet their educational needs. In addition, the accessibility features incorporated into the digital platforms where text-to-speech support, subtitles and visual supports, provided opportunities for students with physical and cognitive difficulties to participate in a way that did not make them feel different to their peers.

The findings also highlight how teachers' digital literacy, methodological proficiency, and capacity to create pedagogically sound lessons that combine online and offline interaction are essential for the successful integration of digital technologies in inclusive English language instruction. Practical suggestions are made for maximizing the use of educational platforms in light of the study's findings in order to guarantee fair participation, long-term motivation, and uniform language development for every student. These results support the larger objective of creating an innovative, inclusive, and accessible learning environment while also advancing inclusive digital pedagogy.