Digital Technologies in English Language Teaching: Transformative Potential, Pedagogical Frameworks, and Implementation Challenges
DOI:
https://doi.org/10.69760/egjlle.2602016Keywords:
digital technologies, English language teaching, mobile-assisted language learning, artificial intelligence, gamification, virtual reality, adaptive learning, ELT pedagogyAbstract
The accelerating integration of digital technologies into educational practice has fundamentally reconstituted the landscape of English language teaching (ELT), creating new possibilities for immersive, personalized, and globally connected language learning that were inconceivable within the constraints of the traditional classroom. This article examines the transformative potential of digital technologies in ELT across four principal dimensions: the simulation of authentic language environments through multimedia and virtual reality platforms; the personalization of learning trajectories through artificial intelligence and adaptive systems; the enhancement of learner motivation and participation through gamification; and the dissolution of spatial and temporal barriers to language learning through mobile and online platforms. Drawing on a synthesis of recent empirical research and theoretical frameworks from educational technology, second language acquisition, and applied linguistics, the study analyzes both the documented benefits and the structural challenges associated with technology-mediated language instruction. The findings indicate that digital technologies, when integrated within pedagogically coherent frameworks, substantially enhance vocabulary acquisition, communicative competence, learner motivation, and autonomous learning capacity. However, outcomes are critically dependent on the quality of pedagogical design, teacher digital literacy, equitable access to technological infrastructure, and the thoughtful alignment of digital tools with broader curricular objectives. The article concludes by proposing a framework for effective technology integration in ELT that places pedagogical intentionality rather than technological novelty at the center of instructional design.
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