Abstract
This study aims to determine the attitudes of pre-service teachers toward the digital transformation in foreign language instruction. This study was carried out using the survey model. 420 students participated in the sample group during the 2023–2024 academic year. The findings of the study 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 shown by weighted averages and standard deviations across the 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 having its origins in Kazakhstan, the study's conclusions could apply to other developing and multilingual countries dealing with comparable issues in digital education. It offers an example of how regional research can influence international best practices.