Digital Distractions or Learning Tools? Rethinking Technology in Early Language Classrooms

This paper examines the pedagogical and cognitive impact of digital technologies in early language classrooms, critically analysing whether technological integration functions as a source of distraction or as a tool for enhanced language acquisition. Drawing on perspectives from Applied Linguistics and Second Language Acquisition, the study explores the relationship between digital environments, learner motivation, autonomy and identity formation. The findings contribute to ongoing debates within English language pedagogy by situating technology use within broader frameworks of communicative competence development and learner agency. The paper advances research at the intersection of digital education and language learning in specialised academic contexts.