Transforming English Language Teaching and Learning: The Role of Digital Tools in Pedagogy, Assessment and Feedback at the University Level in South Punjab

Abstract

This study investigates how digital tools are transforming English language teaching and learning at the university level in South Punjab, Pakistan. Employing a quantitative survey-based design, data were collected from 40 teachers and 120 students at four public universities: The Islamia University of Bahawalpur, Khawaja Fareed University of Engineering and Information Technology Rahim Yar Khan, Cholistan University of Veterinary and Animal Sciences, and Government Sadiq College Women University. Bahawalpur. Findings from SPSS. Findings revealed that both teachers and students exhibited highly positive attitudes toward digital pedagogy, assessment, and feedback. Teachers reported frequent integration of multimedia and online tools to enhance interactivity, while students demonstrated strong engagement and motivation in technology-supported environments. However, institutional and infrastructural barriers—such as limited training and unstable internet connectivity—restricted full implementation. The study affirms the applicability of the Technological Pedagogical Content Knowledge (TPACK) and Constructivist Learning frameworks, emphasizing that successful digital transformation in English language education requires institutional investment, teacher training, and sustainable policy support.