Tablet Integration in English Language Teaching and Learning: A Study of Government Schools in Eluru District, Andhra Pradesh

Abstract

Digital technologies integration has transformed English language teaching by creating more interactive and learner-centered educational environments. This study examines the integration of tablets in English language teaching and learning in government schools of Eluru District, Andhra Pradesh, India. Specifically, it studies the current state of tablet-assisted instruction, identifies implementation challenges, and explores the perceived influence of tablet integration on students’ English language proficiency from student and teacher perspectives. A convergent mixed-methods design was employed involving 180 Grade 10 students and six English language teachers selected through purposive sampling. Quantitative data were analyzed using descriptive statistics, correlation, and regression analyses, while qualitative interview data were examined through thematic analysis. The findings show tablet integration positively influencing student engagement, motivation, vocabulary acquisition, reading comprehension, listening skills, and overall language proficiency. Teacher competence and confidence in technology use emerged as the strongest predictor of successful implementation. However, limited device availability, inadequate infrastructure, connectivity issues, and insufficient professional training remain significant challenges. The study underscores the importance of teacher preparedness, institutional support, and technological infrastructure for effective tablet-assisted language learning.