Integrating Digital Tools in Second Language Acquisition: An Experimental Study among Tamil Native Learners of English

Abstract

English language proficiency remains a vital component of academic success and professional mobility in Tamil Nadu, where learners often face difficulties transitioning from Tamil linguistic structures to English communication demands. In response to the growing digitalisation of education, this study investigates the effectiveness of digital tools in enhancing second language acquisition (SLA) among Tamil undergraduate learners. A quasi-experimental design was employed with 60 participants divided equally into an experimental group receiving digital tool–based instruction and a control group receiving traditional textbook-based instruction over an eight-week period. The experimental group engaged with applications such as Duolingo, Grammarly, ELSA Speak, British Council learning modules, and interactive platforms like Kahoot and Quizizz. Pre- and post-test results revealed statistically significant improvements (p < 0.001) across listening, speaking, reading, and writing skills for the experimental group, with notable gains in pronunciation and speaking accuracy. Learner attitudes indicated increased motivation, confidence, and preference for technology-enhanced learning environments. The findings demonstrate the pedagogical value of integrating digital tools into routine English instruction, promoting learner autonomy, and adopting blended learning models supported by teacher training. While limitations include a small sample size, short intervention duration, and reliance on smartphone access, the study provides strong empirical evidence for the potential of digital technologies to enhance SLA among Tamil native learners. Future research should explore long-term, multi-level implementations to broaden applicability across diverse educational contexts.