USE OF LOW-COST EDUCATIONAL TECHNOLOGIES TO ENHANCE ENGLISH LANGUAGE LEARNING

This study examined the effects of low-cost educational technologies on English language learning within a public educational institution in Salcedo, Ecuador. Using a mixed-methods approach, the research evaluated both linguistic outcomes and user perceptions by collecting quantitative data through standardised pre- and post-tests, and qualitative data via teacher interviews, student focus groups, and classroom observations. The ten-week intervention involved the strategic use of affordable and offline-compatible digital tools to support instruction in vocabulary, reading comprehension, listening, and grammar. The results indicated significant improvements in students' English proficiency, particularly in vocabulary and reading. Learners demonstrated increased engagement, enthusiasm, and autonomy, with many voluntarily extending their language practice outside of school. Teachers reported positive shifts in classroom dynamics, with enhanced participation and more flexible instructional strategies enabled by the digital resources. Although initial concerns were raised regarding device access and time demands, educators developed increased confidence in implementing technological tools and expressed a desire for further training and institutional support. The study also identified key limitations, such as infrastructure constraints and the need for broader system-level support to sustain technology integration. Nonetheless, the findings suggest that low-cost educational technologies can be a practical, inclusive, and effective solution to enhance language learning in low-resource settings. The results advocate for continued investment in teacher development and digital access, to ensure equitable and sustainable language education. This research contributes valuable insights into how accessible technological innovations can transform EFL instruction in similar socio-educational contexts