Impact of Digital Tools on English Language Acquisition: A Mixed-Methods Study on Student Proficiency and Engagement in Secondary Education

This explanatory sequential mixed-methods study aimed to determine the impact of digital tools on English language acquisition among secondary school students, focusing on student proficiency and engagement. The quantitative phase assessed the extent of utilization of five digital tools—language learning apps, interactive e-books, virtual classrooms, language-based games, and AI-driven tools—and their influence on student outcomes, including English proficiency, engagement, intent and motivation, and perception of digital tools. Data were collected from 134 participants using a validated survey instrument and analyzed using descriptive statistics, correlation, and regression analysis. Findings revealed that the extent of digital tool utilization and student proficiency and engagement were both extensive. However, no significant overall relationship was found between digital tool usage and student outcomes. Regression analysis identified AI-driven tools as a significant positive predictor, while language-based games showed a negative influence. The qualitative phase, guided by thematic analysis, revealed that the effectiveness of digital tools is mediated by teacher guidance, contextual relevance, and student preferences. The study concludes that digital tools hold strong potential for enhancing English acquisition when pedagogically aligned and properly integrated.