Digital Tools for Language Acquisition and Intercultural Adaptation: Enhancing Student Outcomes in U.S. Multicultural Classrooms

Daniel Gutierrez and Hakeem A. Nafiu
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Daniel Gutierrez: Adjunct Professor, Carolina University, U.S.,
Hakeem A. Nafiu: Educational Administration, Carolina University, U.S.

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 26, 8350-8375

Abstract: This study explored the role of digital learning platforms in enhancing language acquisition and intercultural adaptation among students in Winston-Salem, North Carolina, U.S. With increasingly diverse classrooms, hosting international and bilingual learners, educators faced opportunities and challenges in leveraging technology to support multilingual populations. The research explored how digital tools, such as Duolingo for Schools, Immersive Reader, Grammarly, and Rosetta Stone for Education, facilitated resource access, communication, and participation in higher education and secondary schools. A mixed-methods approach was employed, using a purposive sample of 120 students and 12 instructors from three Winston-Salem institutions. Data were collected through classroom observations, student surveys, and follow-up instructor interviews to assess the impact of digital technologies on proficiency, retention, confidence, and involvement. Findings revealed that effective digital integration significantly improved language proficiency (d = 0.92, p

Date: 2025
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