IJIET 2026 Vol.16(2): 355-363
doi: 10.18178/ijiet.2026.16.2.2508
doi: 10.18178/ijiet.2026.16.2.2508
Innovative Technological Pedagogy Used to Teach English to University Students
Elmira Uaidullakyzy1, Huseyin Uzunboylu2,3,*, Ulzharkyn Abdigapbarova3, and Gulden Yespolova4
1. Faculty of Education, Korkyt Ata Kyzylorda State University, Kyzylorda, Kazakhstan
2. Faculty of Education, University of Kyrenia, Kyrenia, North Cyprus, Cyprus
3. Faculty of Education, Abai Kazakh National Pedagogical University, Almaty, Kazakhstan
4. Faculty of Education, Sarsen Amanzholov East Kazakhstan University, Ust-Kamenogorsk, Kazakhstan
Email: elmira.uaidullakyzy1988@gmail.com (E.U.); huseyin.uzunboylu@kyrenia.edu.tr (H.U.); u.abdigapbarova@abaiuniversity.edu.kz (U.A.); guldene.275@gmail.com (G.Y.)
*Corresponding author
2. Faculty of Education, University of Kyrenia, Kyrenia, North Cyprus, Cyprus
3. Faculty of Education, Abai Kazakh National Pedagogical University, Almaty, Kazakhstan
4. Faculty of Education, Sarsen Amanzholov East Kazakhstan University, Ust-Kamenogorsk, Kazakhstan
Email: elmira.uaidullakyzy1988@gmail.com (E.U.); huseyin.uzunboylu@kyrenia.edu.tr (H.U.); u.abdigapbarova@abaiuniversity.edu.kz (U.A.); guldene.275@gmail.com (G.Y.)
*Corresponding author
Manuscript received March 22, 2025; revised May 7, 2025; accepted October 9, 2025; published February 5, 2026
Abstract—This study explores university students’ perceptions regarding the integration of pedagogically innovative tools in English language instruction. Despite growing interest in educational technologies, limited research addresses how students themselves evaluate such innovations in language learning environments. To address this gap, the study employed a qualitative research design. The participants comprised 39 university students enrolled in English-related programs in Kazakhstan. Data was collected through semi-structured interviews developed by the researchers to elicit in-depth insights into students’ attitudes and experiences. The findings reveal that participants widely supported the integration of pedagogically innovative technologies in English language education. Students emphasized that such tools enhance engagement and facilitate more effective language acquisition. Furthermore, participants highlighted the importance of targeted professional training for educators to maximize the pedagogical potential of these technologies. These findings underscore the need for institutional support in adopting educational innovations and stress the relevance of equipping instructors with the necessary competencies for effective implementation.
Keywords—innovative technologies, English education, university students
Copyright © 2026 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).
Keywords—innovative technologies, English education, university students
Cite: Elmira Uaidullakyzy, Huseyin Uzunboylu, Ulzharkyn Abdigapbarova, and Gulden Yespolova, "Innovative Technological Pedagogy Used to Teach English to University Students," International Journal of Information and Education Technology, vol. 16, no. 2, pp. 355-363, 2026.
Copyright © 2026 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).