This thesis explores the role of digital resources in education, particularly focusing on their potential to enhance English language competency among primary school students from low-income families who face significant barriers in accessing extracurricular learning opportunities. The study investigates the effectiveness of technology-based interventions, specifically through blended learning approaches, in improving writing skills for these students. By analyzing demographic data and conducting experiments in two schools, the research reveals that students who participated in the experimental groups exhibited a notable increase in post-test scores, demonstrating a wider median and interquartile range compared to their peers in control groups. This indicates that the integration of digital tools and innovative teaching methods, such as the station rotation model, can provide substantial support to low-income students, helping them navigate the unique challenges they encounter in the classroom and ultimately enhancing their educational outcomes.