Abstract
This study explores university students’ perceptions regarding the integration of pedagogically innovative tools in English language instruction. Despite growing interest in educational technologies, limited research addresses how students themselves evaluate such innovations in language learning environments. To address this gap, the study employed a qualitative research design. The participants comprised 39 university students enrolled in English-related programs in Kazakhstan. Data was collected through semi-structured interviews developed by the researchers to elicit in-depth insights into students’ attitudes and experiences. The findings reveal that participants widely supported the integration of pedagogically innovative technologies in English language education. Students emphasized that such tools enhance engagement and facilitate more effective language acquisition. Furthermore, participants highlighted the importance of targeted professional training for educators to maximize the pedagogical potential of these technologies. These findings underscore the need for institutional support in adopting educational innovations and stress the relevance of equipping instructors with the necessary competencies for effective implementation.