Abstract
This study aims to determine the attitudes of pre-service teachers toward digital transformation in foreign language instruction. The study was carried out using the survey model, with 320 participants in the sample group during the 2023–2024 academic year. The findings have provided insight into how pre-service teachers view the role of digital transformation in foreign language instruction. Although there are some issues and difficulties, overall positive attitudes toward digital tools are indicated by weighted averages and standard deviations across different dimensions. According to the data, digital tools have a positive effect on engagement and motivation. The results provide practical insights for preparing non-linguistic university students to effectively learn foreign languages using digital resources. Despite originating in Kazakhstan, the study's conclusions could apply to other developing and multilingual countries facing similar challenges in digital education. It offers an example of how regional research can influence international best practices.