Abstract
The integration of digital technologies into education has significantly transformed classroom management practices in recent years. This study investigates the effectiveness of two digital tools, ClassDojo and Flubaroo, in improving classroom management, student engagement, and academic performance within English as a Foreign Language (EFL) lessons. The research employed a quasi-experimental design at a specialized trilingual school named after Abai (Kyzylorda, Kazakhstan), involving 28 students from Grade 6M. The participants were divided into an experimental group and a control group (n=14 each). To ensure validity, a pre-test confirmed no significant baseline differences between the groups (p > 0.05). The experimental group utilized ClassDojo for behavioral tracking and Flubaroo for automated assessment over a 12-week period (January–April 2026). Quantitative results, analyzed via paired t-tests, showed a significant increase in the experimental group’s academic performance, rising from 61,4% to 81,4% (t(13) = 4.56, p < 0.05$), whereas the control group showed marginal gains. Qualitative data from student interviews revealed a transition from extrinsic motivation (pointsbased) to intrinsic academic self-efficacy through instant feedback. While the study acknowledges limitations such as a small sample size and a potential Hawthorne effect, the findings suggest that the combined use of behavioral and assessment tools creates a transparent and highly engaging learning environment. This research provides practical implications for educators seeking to optimize classroom management through integrated EdTech solutions.