The Effect of a Proposed Model Based on Using Digital Platforms on Enhancing Linguistic Competence among EFL Sinai Higher Institute Students | ||||
| CDELT Occasional Papers in the Development of English Education | ||||
| Article 21, Volume 89, Issue 1, January 2025, Page 535-548 PDF (393.21 K) | ||||
| Document Type: Original Article | ||||
| DOI: 10.21608/opde.2025.426998 | ||||
 View on SCiNiTO | ||||
| Author | ||||
| Shery Eid Mohammad Abdel-Aal | ||||
| Applied linguistics lecturer at Sinai Higher Institute for Specific Studies. English Department | ||||
| Abstract | ||||
| The use of digital platforms has become an increasingly effective tool in enhancing linguistic competence among (EFL) learners. This paper examines how digital technologies—such as language learning apps (e.g., Duolingo, Babbel), virtual classrooms, online discussion forums, and multimedia content—support the development of core language skills, including listening, speaking, reading, and writing. These platforms offer interactive, learner-centered environments that encourage active participation, immediate feedback, and authentic language use. For ESL learners, digital tools also provide increased exposure to native speech patterns, cultural context, and real-time communication with speakers around the world. The study concludes that integrating digital platforms into ESL instruction not only improves linguistic competence but also enhances learner engagement, autonomy, and confidence in using English in diverse contexts.This study aimed to explore the impact of a proposed teaching model that incorporates digital platforms to improve the linguistic competence among EFL students at Sinai Higher Institute. A Quasi-experimental design was employed, involving one experimental group and one control group. The participants were first-year EFL students from Ismailia city during the academic year 2023/2024. A checklist and an achievement test were utilized as pre- and post-tests. The teaching model was developed by the researcher to teach the linguistic competences where as the control group (taught traditionally). Results indicated that there was a statistically significant difference between the mean scores of the experimental group in the pre- and the posttest in the overall linguistic competences favoring the post scores. It was concluded that the proposed teaching model was effective in enhancing some linguistic competences. | ||||
| Keywords | ||||
| proposed teaching model; Digital platforms; Linguistic competences | ||||
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