THE IMPACT OF DIGITAL LEARNING PLATFORMS ON ENGLISH LANGUAGE PROFICIENCY AMONG UNIVERSITY STUDENTS IN UZBEKISTAN: A PRISMA-GUIDED SYSTEMATIC REVIEW

Digital learning platforms have become increasingly important in university-level English language education, yet their effectiveness depends on the type of technology, pedagogical integration, learner characteristics, and the language skill being targeted. This review synthesizes peer-reviewed evidence on the relationship between digital learning platforms and English language proficiency, with particular attention to implications for higher education in Uzbekistan. The review follows an IMRAD-style structure and uses a transparent structured-review approach based on verified systematic reviews, meta-analyses, and contextually relevant empirical studies. International evidence consistently indicates that computer- and mobile-supported language learning can improve language outcomes, although effect sizes and outcomes vary across interventions. Meta-analytic evidence shows a moderate overall effect for mobile-device-assisted language learning, while research on vocabulary learning reports particularly favorable results for mobile applications. Evidence from Uzbekistan is more limited but points in the same direction: digital technologies are associated with higher learner engagement, autonomy, perceived competence, vocabulary development, reading comprehension, and motivation. The synthesis also identifies important constraints, including unequal digital literacy, cognitive overload, weak pedagogical integration, short intervention periods, and limited local evidence on productive skills. The review concludes that digital learning platforms can support English proficiency among university students in Uzbekistan when they are integrated into pedagogy as structured learning environments rather than treated as stand-alone technological solutions.