USE OF DIGITAL METHODS AND TOOLS IN NON-FORMAL FOREIGN LANGUAGE EDUCATION

Abstract

This article explores the role and importance of digital methods and tools in non-formal foreign language education for students from grades 1 to 12, focusing on practices in private language schools. In the context of global digitalization and the growing emphasis on developing key 21st-century competencies, multilingual and digital-media literacy emerge as central goals of modern education. Using survey data from language teachers, the article analyzes the digital resources used—interactive learning systems, online platforms (e.g., Kahoot, Wordwall, Quizlet), video materials, and AI tools such as ChatGPT and Grammarly—and their effects on student motivation and progress. Teachers’ attitudes toward balancing traditional and digital teaching methods are also presented.
The results show that despite age differences, all participants use digital tools in their work, albeit to varying degrees. The most commonly used technologies are laptops and smartphones, while interactive whiteboards are used significantly less. Most teachers report a moderate increase in student motivation when digital tools are employed, though some also express concerns about potential distraction and superficial engagement with the material.
The article also examines the context of digitalization in Bulgaria, highlighting both the existing technological infrastructure and the generally low level of digital competence among the population. In conclusion, the article emphasizes the need for systemic support to improve teachers' digital preparedness and for a responsible approach to integrating technology in the learning process. Non-formal education emerges as a suitable environment for experimentation, flexibility, and the introduction of innovations that help develop sustainable digital skills and critical thinking in students.