Digital Delivery Tools and Linguistic Repertoires: Which Platforms Matter for English Teacher Trainees in Uganda?

Abstract

Digital delivery tools are central to English language teacher education in multilingual contexts, yet evidence on which specific tools influence trainees' linguistic repertoires remain scarce. This study investigated how digital delivery tools collaboration tools, learning management systems (LMS), virtual classrooms, video platforms, and work-showcase tools influence the linguistic repertoires of English language teacher trainees. A convergent mixed-methods design was employed, involving 150 teacher trainees (questionnaire) and 10 ELT lecturers (semi-structured interviews) at Kyambogo University, Uganda. Quantitative data were analysed using descriptive statistics, correlation, and multiple linear regression; qualitative data were analysed thematically. Regression analysis revealed that LMS (β = 0.346, p = 0.001) and collaboration tools (β = 0.257, p = 0.023) significantly predicted linguistic repertoire development, explaining 32.4% of the variance. Virtual classrooms (β = 0.157, p = 0.090), video platforms (β = -0.100, p = 0.250), and work-showcase tools (β = -0.050, p = 0.626) did not reach statistical significance. Qualitative findings showed that while video platforms were perceived as useful for listening comprehension, passive consumption did not drive repertoire development without structured tasks. Digital delivery tools influence linguistic repertoires unevenly. Tools that support sustained interaction, repeated language production, and peer feedback exert stronger effects than tools enabling passive consumption. Teacher education programmes should prioritise pedagogical integration of LMS and collaboration tools over mere provision of access.