The Efficiency of Digital and Traditional Resources in Learning English: A Comparative Analysis

Differences in English language proficiency across global educational contexts require a critical review of methodological effectiveness; traditional pedagogical approaches are increasingly proving insufficiency in comparison with modern communicative demands. The aim of this study was to determine the comparative effectiveness of digital and traditional resources in English language teaching and to identify optimal integration approaches to improve language proficiency among Russian students. The methodological basis was a quasi-experimental design – 120 participants, divided into three age groups (adolescent subgroup (15-17 years old), student-age group (18-22 years old), adult learners (23-40 years old). The experiment took place over a period of six months, with the experimental group using digital platforms (Duolingo/ electronic resources/ online tools), and the control group using traditional approaches (textbooks/ face-to-face training/ printed materials). The quantitative results showed the advantage of digital technologies in cumulative assessment (82% vs. 75%, p≈0.016), vocabulary acquisition (10%, p<0.01), listening comprehension (5%, p≈0.04) and motivational engagement (87% vs. 60% who noted high interest); job benefits were inversely correlated with age: adolescents demonstrated benefits of digital technologies (7-10%), young people showed moderate improvement (5%) and adults showed a slight difference (<3%). Traditional approaches maintained their superiority in pronunciation accuracy, facilitating self-regulation (5% reported a decrease in engagement compared to 10% in the digital learning group), and structured progression. Adolescent students showed maximum benefit (7-10% across all competencies); young adults showed moderate improvements (5%); mature learners approached methodological equivalence (<3%, p>0.05). The results obtained confirm the need for strategically adjusted methodological integration – allocation of resources depending on skills (digital technologies for vocabulary/listening perception; traditional approaches for pronunciation development) and a proportional ratio depending on age (60/40 → 40/60 digital/traditional technologies depending on the level of development). Digital resources are optimally used for vocabulary and receptive skills/motivation development; traditional approaches are prioritized for articulatory improvement/disciplinary reinforcement – with age-adjusted proportionality (the ratio of 60/40 digital and traditional resources for teenagers; 50/50 for young adults; 40/60 for mature students) and a choice of techniques depending on skills.

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