The examination of English teachers' views on the use of digital content in language teaching

Digitalization has become an integral part of daily life, functioning as an indispensable element of the educational process. The integration of technology into language learning, particularly in the field of English language teaching, has brought about a significant transformation. Today, digital tools are recognized as valuable resources that enrich language learning practices. Various types of digital content, such as videos, games, and music, are believed to have the potential to enhance students' language skills, increase their motivation, and make learning processes more interactive. However, for this potential to be fully realized, it is essential to conduct an in-depth examination of how teachers utilize these tools, their perspectives on these resources, and how these tools are integrated into teaching practices. Based on this premise, this study aims to explore English teachers' views on the use of digital content (videos, games, and songs) in language teaching. To achieve this aim, the study employed a descriptive survey model, one of the quantitative research designs, and was conducted in the second semester of the 2023-2024 academic year with English teachers working at primary and secondary schools in the central districts of Diyarbakır. The population of the study consists of 763 English teachers employed in primary and secondary schools located in the central districts of Diyarbakır (Kayapınar, Sur, Yenişehir, and Bağlar). The data for this study were collected from a total of 261 English teachers, selected using a simple random sampling method. The data collection tool used in this study was the Digital Content Questionnaire for English Teachers, developed by the researchers. Descriptive statistical techniques, such as frequency and percentage, as well as the chi-square test, were used to analyze the collected data. Additionally, thematic content analysis was employed to analyze data from open-ended questions, as the standardization and comparison of the texts were required. The findings of the study reveal that teachers consider digital content to be effective in language teaching processes. Specifically, it was determined that digital content contributes to the development of students' language skills, increases their motivation to learn, and enriches the lesson delivery process. According to the results, English teachers support the use of digital content in language teaching and emphasize the need for more effective use of such materials in education. The results of the study indicate that integrating digital content into lessons makes the teaching process more interactive and dynamic compared to traditional methods. Furthermore, it was emphasized that the strategic and widespread use of these materials for pedagogical purposes can lead to sustainable success in language teaching. In conclusion, English teachers agree that the use of digital content should be expanded in language teaching.