Impact of Digital Tools on English Language Learning in Secondary Education

Abstract

The incorporation of digital tools in secondary education has brought about significant transformations in the teaching of English as a foreign language, by expanding access to interactive resources, virtual platforms and mobile applications that support the progressive development of linguistic competences. These resources enable more active, flexible and contextualised learning experiences, aligned with current communicative demands. The intentional pedagogical use of digital tools enhances exposure to the language, promotes authentic communicative practice and facilitates immediate and personalised feedback, which is associated with higher levels of student motivation, engagement, and the strengthening of listening and reading comprehension. Nevertheless, the evidence indicates that these benefits depend on coherent integration aligned with curricular objectives and the specific characteristics of the educational context, as in many settings technologies are used in an isolated or merely instrumental manner, thereby limiting their formative impact. The aim of the study is to analyse the impact of digital tools on the development of competences in the English language in secondary education through a critical and systematic analysis of scientific studies available in specialised academic sources. A descriptive and analytical design is adopted, focused on the organisation, systematisation and analysis of existing knowledge, without the application of field techniques or the collection of primary data. The findings show a positive influence of digital tools on comprehension, production and communicative interaction in English, highlighting their potential as strategic pedagogical mediators in secondary education.