Expanding Opportunities for Foreign Language Acquisition in Adulthood: The Role of Digital Literacy

Navekova Damira Bahtygalievna

Lecture, master of Pedagogical Sciences

M.Utemissov West Kazakhstan University, Uralsk, Kazakhstan

Abstract This article examines the impact of digital literacy on expanding opportunities for foreign language acquisition in adulthood. An experimental study was conducted involving students from West Kazakhstan University named after M. Utemisov, analyzing the use of digital educational resources and their effect on the development of lexical-grammatical, communicative, and digital competencies. The results demonstrate significant improvement in language skills and increased motivation among students utilizing digital technologies. The study concludes that integrating digital tools into adult education programs is essential for successful foreign language acquisition in the digital age.

Keywords: foreign language, digital literacy, adult learners, lexical-grammatical competence, communicative competence, digital educational technologies.

Introduction

Contemporary foreign language education encounters significant challenges associated with age-related limitations in language acquisition, traditionally conceptualized through the Critical Period Hypothesis [1; 2]. This hypothesis suggests that after a certain developmental stage, individuals face decreased neurocognitive plasticity, which complicates the attainment of native-like proficiency in a foreign language. However, the rapid advancement of digital technologies and the concomitant rise in digital literacy have introduced innovative pathways to mitigate these challenges. Digital educational resources and interactive platforms enhance learner motivation, foster autonomy, and improve the overall effectiveness of foreign language acquisition among adult learners [1;5]. This study investigates the role of digital literacy in expanding the potential for foreign language learning in adulthood, integrating findings from Kazakhstani, Russian, and international research [3; 4].

Materials and Methods

The empirical study was conducted in 2025 at the West Kazakhstan University named after M. Utemisov, involving 53 students enrolled in the “Foreign Language” program (groups IYA-21 and IYA-23). A control group of 25 students received traditional language instruction. The experimental period spanned seven weeks.

Digital tools incorporated included:

• Mobile applications such as Duolingo and Quizlet for vocabulary and grammar acquisition;
• The Glogster platform for multimedia project creation, enhancing communicative competence;
• Interactive Moodle-based assessments for ongoing knowledge evaluation and self-monitoring [5].

The methodology combined:

• Quantitative analysis of language proficiency gains measured by the CEFR scale;
• Qualitative evaluation of oral presentations and project outputs;
• Surveys assessing digital literacy and learner motivation levels [6].

Competencies and Evaluation Criteria

The study focused on three core competencies:

• Lexical-Grammatical Competence: The ability to accurately apply vocabulary and grammatical structures aligned with CEFR standards;
• Communicative Competence: The capacity to effectively communicate in a foreign language using digital tools;
• Digital Literacy: Skills in locating, assessing, and utilizing digital educational resources to support autonomous language learning [2; 5].

Evaluation criteria included standardized test results, project quality assessments, and digital engagement metrics.

Results

Indicator	Control Group (n=25)	Experimental Group (n=53)
CEFR Level Advancement	B1 → B1+ (+7%)	B1 → B2 (+23%)
Weekly Average Glogster Projects	0.8	2.4
Weekly Independent Study (hours)	1.1	4.3

          The data reveal a substantial advantage for the experimental group utilizing digital technologies. The lexical-grammatical competence improved by 23% in the experimental group, significantly exceeding the 7% gain observed in the control group. Increased engagement with digital platforms correlated with longer independent study hours and a higher volume of completed projects, indicating elevated motivation and active participation.

Discussion

These findings align with Kazakhstani research by Jusubalieva (2021), who emphasizes that digital literacy is integral to developing professional foreign language competencies and fostering autonomous learning and critical thinking [2]. Russian scholars similarly highlight that digital technologies enhance learner motivation and language acquisition quality through interactive and adaptive pedagogical frameworks [1;5].

International studies corroborate that digital tools empower adult learners to overcome age-related limitations by enabling personalized pacing and sustained practice opportunities. Research by Johnson and Newport (1989), Birdsong and Molis (2001), and Camerling and Tuasela (2022) confirms that digital literacy is a decisive factor in successful language acquisition, facilitating effective use of modern educational technologies and critical evaluation of information.

Moreover, the development of digital competencies among foreign language teachers is crucial for implementing these technologies effectively in educational settings. The integration of digital resources also addresses challenges such as heterogeneous learner motivation and varying access to technology, as noted in pedagogical studies.

Conclusion

The findings of this study provide compelling evidence that digital literacy is a transformative factor in the process of foreign language acquisition for adult learners. The integration of digital tools-ranging from mobile applications to interactive platforms and online assessments-has not only improved the linguistic outcomes of adult students but has also fostered greater learner autonomy, motivation, and engagement [1; 2; 5]. The experimental data demonstrate that students who actively utilized digital resources achieved a 23% improvement in lexical-grammatical competence, compared to only 7% in the control group, and spent significantly more time on independent study and project work. These results are consistent with the broader literature, which highlights the positive impact of digital literacy on language learning outcomes for adults in various educational contexts [3; 4; 7].

A key insight from this research is that digital literacy extends beyond basic technical skills; it encompasses the ability to critically evaluate, select, and effectively use a wide range of digital resources for language learning purposes [2; 5; 6]. The development of such competencies is essential for adult learners, who often face unique challenges related to prior educational experiences, learning habits, and access to technology. In particular, digital literacy enables learners to personalize their educational trajectories, engage in collaborative activities, and access authentic language materials, thereby bridging the gap between classroom learning and real-world communication [4; 5; 9].

Moreovr, the study underscores the importance of digital literacy in fostering communicative competence. The use of platforms such as Glogster and Moodle provided students with opportunities to participate in collaborative projects, deliver oral presentations, and receive immediate feedback, all of which are crucial for developing practical language skills [5; 6]. These findings echo recent research emphasizing the role of digital and multimodal literacies in supporting the development of advanced language proficiency and multiliteracies in adult education [7; 9].

The research also highlights the necessity of professional development for language teachers in the area of digital literacy. As noted by Jusubalieva (2021) and supported by international studies, educators must not only be proficient in digital tools themselves but also be able to guide adult learners in the effective and critical use of these resources [2; 6]. This includes fostering digital safety, information literacy, and collaborative skills, which are increasingly recognized as integral components of language education in the digital age [1; 10]. Teacher training programs should therefore prioritize the integration of digital literacy into their curricula, ensuring that instructors are equipped to meet the evolving needs of adult learners [2; 6].

However, the integration of digital technologies into adult foreign language education is not without its challenges. Issues such as unequal access to technology, varying levels of initial digital competence, and resistance to change among both learners and educators can hinder the effective adoption of digital tools. Addressing these challenges requires a multifaceted approach, including institutional support, targeted training, and the creation of inclusive digital learning environments that accommodate diverse learner backgrounds and needs [1; 7]. Furthermore, the design of digital resources and platforms should be informed by principles of universal design and accessibility, ensuring that all learners, regardless of prior experience or ability, can benefit from digital innovations in language education [5; 8].

The COVID-19 pandemic has further accelerated the digital transformation of education, highlighting both the potential and the necessity of digital literacy for lifelong learning. The experience of rapid digitalization during periods of remote and hybrid instruction has demonstrated that adult learners are capable of adapting to new digital environments and acquiring sophisticated digital and linguistic skills when provided with appropriate support and resources. This shift has also underscored the importance of ongoing research into the most effective methods for integrating digital literacy into language curricula, as well as the need for continuous evaluation and refinement of digital teaching practices [1; 4; 7].

In summary, the evidence presented in this study and corroborated by recent international research points to several key conclusions:

• Digital literacy is a critical enabler of successful foreign language acquisition in adulthood, supporting both linguistic and cognitive development [1; 2; 5].
• The use of digital tools enhances motivation, engagement, and autonomy among adult learners, leading to improved language proficiency and greater confidence in real-world communication [3; 4; 7].
• Teacher professional development in digital literacy is essential for the effective integration of technology in language education, ensuring that instructors can support diverse adult learners [2; 6; 10].
• Addressing barriers to digital access and competence is necessary to create equitable and inclusive learning environments for all adult students [8; 9].
• The ongoing evolution of digital technologies requires adaptive, research-informed approaches to curriculum design and instructional practice in adult language education [7; 9].

Ultimately, the strategic integration of digital literacy into adult foreign language education represents not only a response to contemporary educational challenges but also an opportunity to empower learners for success in an increasingly digital and interconnected world. By fostering advanced digital and linguistic competencies, educational institutions can better prepare adult learners to participate fully in the global knowledge economy and multicultural society of the 21st century [1; 4; 7; 9].

References

1. Особенности обучения взрослых иностранному языку // CyberLeninka. URL: https://cyberleninka.ru/article/n/osobennosti-obucheniya-vzroslyh-inostrannomu-yazyku
2. Джусубалиева Д.М. Роль цифровой образовательной среды в формировании иноязычных компетенций // Вестник КазНПУ им. Абая, серия «Педагогические науки», №4 (72), 2021, с. 70-75.
3. Зарубежные сайты с научными статьями на английском // Skyeng, 2025. URL: https://skyeng.ru/magazine/zarubezhnye-sajty-s-nauchnymi-statyami-na-anglijskom/
4. Camerling B.C.F., Tuasela P.E. The Effective Age of Second Language Acquisition: A Literature Review // Pattimura Excellence Journal of Language and Culture, 2022, 2(1), pp. 117–123.
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6. Цифровая грамотность учителей иностранного языка // Вестник КазМКПУ, 2022. URL: https://vestnik.kazmkpu.kz/jour/article/view/463
7. Lutge, C. (ed.) Foreign Language Learning in the Digital Age: Theory and Pedagogy for Developing Literacies. Routledge, 2022.
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Навекова Д.Б.

Ересек жаста шетел тілдерін меңгеру мүмкіндіктерін кеңейту: цифрлық сауаттылықтың рөлі

Аңдатпа. Мақалада ересек жаста шет тілін меңгеру мүмкіндіктерін кеңейтуге цифрлық сауаттылықтың әсері қарастырылады. М. Утемісов атындағы Батыс Қазақстан университетінің студенттері арасында цифрлық білім беру ресурстарын қолдану және олардың лексикалық-грамматикалық, коммуникативтік және цифрлық құзыреттерді дамытуға әсері зерттелген эксперименттік зерттеу жүргізілді. Нәтижелер цифрлық технологияларды пайдаланатын студенттерде тілдік дағдылардың айтарлықтай жақсарғанын және мотивацияның артқанын көрсетті. Зерттеу ересектерге арналған білім беру бағдарламаларына цифрлық құралдарды енгізу шет тілін меңгерудің табысты болуына маңызды екенін тұжырымдайды.

Кілт сөздер: шет тілі, цифрлық сауаттылық, ересек оқушылар, лексикалық-грамматикалық құзырет, коммуникативтік құзырет, цифрлық білім беру технологиялары.

Навекова Д.Б.

Расширение возможностей изучения иностранных языков во взрослом возрасте: роль цифровой грамотности

Аннотация. В статье рассматривается влияние цифровой грамотности на расширение возможностей усвоения иностранного языка во взрослом возрасте. Проведено экспериментальное исследование с участием студентов Западно-Казахстанского университета имени М. Утемисова, в ходе которого анализировалось применение цифровых образовательных ресурсов и их влияние на развитие лексико-грамматических, коммуникативных и цифровых компетенций. Результаты показывают значительное улучшение языковых навыков и повышение мотивации у студентов, использующих цифровые технологии. Сделан вывод о необходимости интеграции цифровых инструментов в образовательные программы для взрослых, что способствует успешному овладению иностранным языком в условиях цифрового общества.

Ключевые слова: иностранный язык, цифровая грамотность, взрослые обучающиеся, лексико-грамматическая компетенция, коммуникативная компетенция, цифровые образовательные технологии.