As an academic interested in teaching English using technology and researching its use in English language teaching, I find the future of technology in ELT enthusing but daunting. Today’s era is the most unpredictable and dynamic for technology in all aspects of human life including ELT. The rate of change can make us feel excited but also overwhelmed. New AI-driven tools, applications, and gadgets allow for automating administrative and pedagogical tasks, innovative content creation, and more personalized learning. However, with this development comes implications that must be dealt with promptly and carefully, as they raise alarming health and ethical issues and more profound educational problems. Thus, it takes broadmindedness to view technology integration into ELT from multiple perspectives that allow us to innovate and be aware of the diversity in technology, pedagogy, and in the content and context of language learning.
Looking into the issue from a determinist perspective, we may have conducted or read studies focusing on technologies being the reasons for language learning success because they enhance language learning by making it more engaging, fun, manageable, personalised, and flexible (Elverici, 2024; Ma & Chiu, 2024; Godwin-Jones, 2007). Research on old and new technologies has claimed to have revolutionised language teaching by offering new tools to enhance language learning (Chang & Hung, 2019; Zainuddin, 2023). For example, language learning apps and online platforms provide flexible access to abundant multimedia resources, interactive tasks, and gamified activities. Online platforms like course/learning management systems and digital libraries allow our students to engage with English beyond the classroom, making language learning more continuous and immersive. Virtual reality (VR), augmented reality (AR), and other forms of artificial reality also open exciting communication possibilities. VR can immerse my students in virtual environments for authentic language use or simulations, and AR can add additional layers of language learning input, such as text, audio, and audio-visual content. Staying abreast of these technologies and their affordances helps us stay updated and ready to adapt our practices to leverage them effectively.
Moreover, technology also facilitates the development of 21st-century skills. Allowing language learners to engage in authentic tasks and project-based learning by creating digital content, such as blogs, podcasts, videos, and websites, helps develop these skills. More importantly, these innovative language learning tasks promote more profound engagement with the target language. However, because it is easy to create content using technology, language teachers and learners can experience information overload, making it hard to differentiate facts from opinions, or relevant information from irrelevant information. We are bombarded by massive amounts of content developed by humans and AI that can benefit and jeopardise language learning. AI-injected platforms can help us find information and generate language learning and teaching content. Today, chatbots offer personalised feedback and conversation practice that feels almost real to some but not to others. Thus, it is thought-provoking to consider how this new technology affects language development. Some of us feel the urgency to view this from a critical lens and ask questions such as:
- What impact does conversation with chatbots over time have on the development of EFL learners’ proficiency?
- How do beginners learn English by conversing with AI?
- How do language learners learn pragmatics from AI?
- In what ways can chatbots help learners of different levels of language proficiency engage in interactive storytelling?
In other words, we relentlessly think innovatively to examine how current technologies support or hinder language development.
Furthermore, using modern technology means we are surrounded by radiation, electromagnetic fields, and tech-related activities that distress our bodies and minds. Consequently, there are “new” illnesses associated with the use of modern technology, such as: obesity due to a sedentary life; tech addiction due to excessive gaming, social media, and internet use; screen fatigue due to exposure to screen radiation; carpal tunnel syndrome due to repetitive motion and prolonged use of keyboards and mice; cybersickness due to prolonged exposure to virtual environments and fast-moving visuals; hearing loss due to prolonged use of earphones and headphones at high volumes. These and other conditions, like technostress, did not exist in the pre-computer, tablet, and mobile-phone era. Technostress in language education encompasses a range of challenges related to integrating technology into teaching and learning practices, digital literacy and communication skills, managing digital distractions, and navigating technology-enhanced tasks and assessments. Understanding and addressing these stressors are essential for promoting effective and sustainable use of technology in language education and supporting educators’ and learners’ well-being and learning outcomes.
Thus, we are also prompted to view technology integration from an instrumentalist perspective, thinking that technology is only an instrument used to support language pedagogies. It is not technology that makes the difference, but how it is used, pointing to the pedagogical aspects that determine language learning success. For instance, jigsaw, a staple language classroom activity, has been successfully conducted for years without technology. Traditional task-based activities or language games can also be undertaken without technology. Although learners can be more engaged and enthusiastic when technology is injected into these activities, it does not guarantee language learning success.
To conclude, some lessons that I have learned from researching and integrating technology in ELT are that: (1) Personalised and relevant tasks seem to be two critical aspects of changes and innovation in language learning methodology and practice that work in my situation; (2) Instead of finding the best technology for language teaching and learning, I focus on working on sequencing language learning so that each type of technology can function optimally; (3) Disruptive technology may need to be disrupted by other technology or by its absence; (4) Technology in any digital format will create digital divide, so its inclusivity should be maintained; and finally (5) Technology use in language teaching and learning should be normalised because when it is ubiquitous and well-blended in language learning it will contribute to a more significant impact.
References
Chang, M.-M., & Hung, H.-T. (2019). Effects of technology-enhanced language learning on second language acquisition: A meta-analysis. Educational Technology & Society, 22(4), 1–17. https://www.jstor.org/stable/26910181
Elverici, S. E. (2024). Mobile technologies in blended learning environments for better speaking classes via Voki. Shanlax International Journal of Education, 12(2), 1–7. https://doi.org/10.34293/education.v12i2.6229
Godwin-Jones, R. (2007). Tools and trends in self-paced language instruction. Language Learning & Technology, 11(2), 10–17. http://dx.doi.org/10125/44098
Ma, Q., & Chiu, M. M. (2024). Self-regulated and collaborative personalised vocabulary learning approach in MALL. Language Learning & Technology, 28(1), 1–27. https://doi.org/10125/73579
Zainuddin, N. (2023). Technology enhanced language learning research trends and practices: A systematic review (2020–2022). The Electronic Journal of e-Learning, 21(2), 69–79. https://doi.org/10.34190/ejel.21.2.2835
Francisca Maria Ivone, an associate professor of applied linguistics at Universitas Negeri Malang, Indonesia, specializes in listening and reading comprehension, extensive reading (ER), extensive listening and viewing (EL/V), and technology-enhanced language learning (TELL). She shares her expertise at national and international conferences and webinars across Asia, and her research appears in journal publications and book chapters. She also serves on the board of directors for Indonesia Technology-Enhanced Language Learning (iTELL) and Indonesia Extensive Reading Association (IERA).
Workshop Abstract
Crafting “Choose Your Own Adventure” Stories
This immersive 60-minute workshop session will explore how low- and high-tech approaches may be combined and sequenced to create dynamic language learning experiences. Participants will create their own “choose your own adventure” stories utilising task-based language teaching (TBLT) scenarios, which combine conventional tools with cutting-edge generative AI technology. They will use both paper and pen and chatbots to draft plots, extend narratives, and create branching routes, all while emphasising communication, collaboration, critical thinking, and creativity. This hands-on session gives participants practical experience of partaking in flexible and engaging language learning activities. Throughout the workshop, we will address the pedagogical benefits of combining and sequencing low- and high-tech means, with an emphasis on their ability to enhance language learning, critical thinking, and narrative skills. Participants will leave with practical techniques for adopting these language learning ideas in their own language teaching and learning contexts. Whether the participants are language teachers or technology enthusiasts, this session offers a unique opportunity to leverage both traditional and innovative tools to enrich the language learning experience. They will gain practical skills and insights to revolutionise their language teaching or learning practices, ensuring they can effectively blend these approaches in their own language teaching and learning environments.
