TECHNOLOGY-INTEGRATED ENGLISH LANGUAGE INSTRUCTION FOR INDIAN INTERMEDIATE LEARNERS: A MIXED-METHODS STUDY

Abstract

This study investigates the impact of structured technology integration on writing, speaking, vocabulary, and grammar skills among Indian intermediate learners. Using an explanatory sequential mixed-methods design, quantitative findings from pre- and post-tests were complemented by qualitative interviews and observations. Results indicate statistically significant improvements across all four skill domains and enhanced learner engagement.