DIGITAL DIVIDE IN ENGLISH LANGUAGE LEARNING: URBAN VS RURAL STUDENTS IN UZBEKISTAN
Keywords:
Digital Divide, English Language Learning, Urban Students, Rural Students, EFL, Educational Technology, Digital LiteracyAbstract
The rapid advancement of digital technologies has transformed education, including English language learning (ELL). However, unequal access to digital resources creates a digital divide that affects students’ learning outcomes, particularly in countries with diverse geographic and infrastructural conditions such as Uzbekistan. This study examines the differences in English proficiency between urban and rural students, focusing on how access to digital tools, internet connectivity, and technological devices influences learning. A mixed-method approach was employed, including surveys, interviews, and English proficiency tests, with participants from both urban and rural educational institutions. Findings indicate that urban students consistently outperform rural students in English skills, largely due to better access to online resources, interactive platforms, and AI-assisted learning tools. However, rural students demonstrate high motivation and adaptability when provided with supportive digital interventions. The study highlights the need for targeted policies to bridge the digital divide, ensuring equitable access to technology and promoting effective English language learning for all students
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