APPLICATION OF DIGITAL FLUENCY ON LINGUISTIC PROFICIENCY

ABSTRACT

This article examines the impact of digital fluency on language proficiency and highlights that language learning in the modern era is not limited to grammar and vocabulary, but also encompasses digital skills. Digital fluency – the ability to use technologies purposefully, critically and creatively – has become one of the key factors for the success of language learners. The article shows that digital fluency is an integral part of language proficiency in the modern era. Developing this skill should be a priority not only for language learners, but also for teachers and education policymakers. The proper and ethical integration of digital literacy into the teaching process increases the effectiveness and inclusiveness of language teaching, while at the same time transforming learners into active participants in a global and digital society.

АННОТАЦИЯ

В этой статье рассматривается влияние цифровой беглости на владение языком и подчеркивается, что изучение языка в современную эпоху не ограничивается грамматикой и словарным запасом, но также охватывает цифровые навыки. Цифровая беглость — способность целенаправленно, критически и творчески использовать технологии — стала одним из ключевых факторов успеха изучающих язык. В статье показано, что цифровая беглость является неотъемлемой частью владения языком в современную эпоху. Развитие этого навыка должно быть приоритетом не только для изучающих язык, но и для учителей и лиц, формирующих политику в области образования. Правильная и этичная интеграция цифровой грамотности в процесс обучения повышает эффективность и инклюзивность преподавания языка, одновременно превращая учащихся в активных участников глобального и цифрового общества.

Keywords: digital fluency, language proficiency, digital tools, autonomous learning, artificial intelligence, language environment.

Ключевые слова: цифровая беглость, владение языком, цифровые инструменты, автономное обучение, искусственный интеллект, языковая среда.

Introduction

The digital transformation of the 21st century has brought fundamental changes to education, particularly in the domain of language learning. As society grows more interconnected through technology, language learners are increasingly required not only to master a new language but also to develop the digital skills necessary to interact in virtual environments. In this context, digital fluency — the ability to use digital tools purposefully, critically, and creatively — becomes essential for achieving linguistic proficiency, which includes reading, writing, listening, speaking, and sociolinguistic awareness. This paper explores how digital fluency enhances language learning, supports autonomous learning, facilitates intercultural communication, and redefines the way proficiency is assessed and demonstrated.

Unlike digital literacy, which involves the basic ability to use devices and software, digital fluency implies a higher-order competence. According to Selwyn, digital fluency includes the capability to select and adapt technologies to specific tasks, assess digital content critically, and engage in digital creation, not merely consumption. For language learners, this means knowing not just how to use language learning apps but when and why to use specific tools to support different aspects of language development [3, 147].

Materials and methods

Linguistic proficiency is traditionally defined by mastery of grammar, vocabulary, and the four language skills (reading, writing, listening, speaking). However, in the digital age, this definition expands to include skills such as:

• Navigating multimodal texts (audio-visual, hypertextual)
• Understanding digital discourse norms (e.g., emojis, memes, hashtags)
• Participating in real-time and asynchronous communication across cultures

This redefinition reflects what Warschauer & Kern (2000) describe as the “network-based” language environment, where communication is continuous, global, and often informal.

Apps like Duolingo, Memrise, and Quizlet gamify the process of learning vocabulary and grammar, increasing learner motivation and retention. These platforms incorporate spaced repetition and visual feedback to reinforce memory [1, 115]. When learners are digitally fluent, they can customize their learning paths and integrate these tools into a broader autonomous study plan.

Video and Streaming Platforms offer authentic content in multiple languages. Learners can use subtitles, pause functions, and playback speed adjustments to control their input. Digital fluency enables effective use of these features, turning passive watching into an interactive learning experience. Research shows that exposure to subtitled media improves both vocabulary acquisition and listening skills.

Platforms like connect learners with native speakers through text, voice, and video chats. These interactions develop pragmatic competence — the ability to use language appropriately in context. Moreover, digital fluency is crucial for managing conversations across platforms, respecting online etiquette, and protecting personal privacy.

Reddit forums, Discord servers, and Twitter threads offer spontaneous and authentic language use. Learners observe slang, idioms, and discourse styles not typically found in textbooks. Being digitally fluent allows them to evaluate source credibility and understand subcultural norms — important for sociolinguistic proficiency.

AI-based applications like Grammarly, Quillbot provide real-time feedback on writing accuracy, coherence, and style. These tools help learners identify grammar mistakes, improve vocabulary usage, and experiment with different registers. Used properly, they function as writing tutors and enable iterative learning.

Tools like Elsa Speak and Google* Speech-to-Text allow learners to practice pronunciation and receive feedback on stress, intonation, and articulation. Combined with digital fluency, learners can track their speech progress, identify patterns of error, and self-correct based on data analytics.

Writing blogs, creating videos, or recording podcasts in the target language encourages expressive fluency and multimodal literacy. Learners must organize thoughts, adapt tone and register, and use digital editing tools — integrating language proficiency with creative digital competence.

Online Testing Platforms like Cambridge English Write & Improve and Duolingo English Test use AI to assess reading, writing, and speaking abilities. These systems provide instant, detailed feedback, allowing learners to reflect and adjust. Adaptive testing matches task difficulty to learner ability, improving reliability and engagement.

Results and discussions

Digitally fluent learners can build online portfolios that showcase language projects, certifications, and language interactions (e.g., recordings, blogs, collaborative works). These serve both as reflective tools and as evidence of real-world language use, aligning with contemporary views of language as a performance-based skill [3, 146].

Despite its benefits, digital fluency in language learning raises concerns:

• Digital Inequality: Access to devices and high-speed internet is unequal globally.
• Content Reliability: Learners must distinguish between accurate language sources and misinformation.
• AI Biases: Tools like translation engines or writing assistants may reinforce certain linguistic norms over others, marginalizing dialects or non-standard usage.
• Privacy Risks: Especially for young learners, safeguarding identity on global platforms is vital.

Educators must therefore integrate critical digital literacy into the curriculum — teaching not just how to use tools, but why, when, and with what consequences.

Conclusion

Digital fluency represents a transformative force in language education, offering unprecedented access to tools, content, and communities. For learners to achieve linguistic proficiency in today’s interconnected world, they must not only master language structures but also navigate, critique, and contribute to digital spaces. The fusion of digital competence with language learning fosters lifelong learning, intercultural communication, and professional readiness. As educators, policymakers, and technologists collaborate, the focus should remain on equitable, ethical, and pedagogically sound integration of technology into language education.

*(По требованию Роскомнадзора информируем, что иностранное лицо, владеющее информационными ресурсами Google является нарушителем законодательства Российской Федерации – прим. ред.)

References:

1. Godwin-Jones, R. Using Mobile Technology to Develop Language Skills and Cultural Understanding // Language Learning & Technology, 22(3), 2018, –p.104–120.
2. Kukulska-Hulme, A., & Traxler, J.  Mobile Learning: A Handbook for Educators and Trainers // Routledge, 2016.
3. Levy, M., & Hubbard, P. Why call CALL ‘CALL’? // Computer Assisted Language Learning, 18(3), 2005, – p.143–149.
4. Selwyn, N. Education in a Digital World: Global Perspectives on Technology and Education // Routledge, 2012.
5. Warschauer, M., & Kern, R.  Network-Based Language Teaching: Concepts and Practice // Cambridge University Press, 2000.