CHALLENGES OF USING DIGITAL TECHNOLOGIES AMONG PRE-SERVICE FOREIGN LANGUAGE TEACHERS IN UZBEKISTAN

Abstract

This article investigates the prevailing challenges encountered by pre-service English language teachers in integrating digital technologies into their prospective teaching practices. The research was conducted among third-year undergraduate students enrolled in English Philology programs at Namangan State University, Fergana State University, and Andijan State Institute of Foreign Languages. Findings indicate that while these students possess elementary knowledge of common digital tools such as Google Classroom and Moodle, they lack confidence, pedagogical understanding, and strategic competence necessary for effective classroom technology use. Moreover, the study highlights broader systemic problems, including unreliable internet access in certain regions of Uzbekistan and the widespread unfamiliarity of both teachers and students with basic computer terminology and digital operational language. Practical recommendations for improving digital literacy and reducing these barriers are offered in light of the study’s outcomes.