Jul 2026· Asian-Pacific Journal of Second and Foreign Language Education· Vol 11· 0 citations· 46 references
TL;DR
Pedagogical implications for ELT practitioners on how to move beyond functional uses of technology toward more transformative educational experiences are outlined by outlining pedagogical implications for ELT practitioners on how to move beyond functional uses of technology toward more transformative educational experiences.
Abstract
The integration of digital technology into English Language Teaching (ELT) has become standard practice. However, research often emphasizes the instrumental benefits of technology for skill acquisition, while neglecting how technology supports critical engagement with the world. This study addresses this gap by exploring the implementation of a critical digital pedagogy in a university academic writing course. Using a qualitative case study design, this research investigates how learners experience this approach and how they use multimodal digital creation to express their identities. Data were collected over one academic semester from fourteen students through semi-structured interviews, analysis of student-produced digital artifacts, and a reflective journal. Thematic analysis of the data revealed five primary findings: (1) a shift in student roles from passive recipients to active authors; (2) the development of critical practices for evaluating the validity of digital information; (3) the expression of personal and cultural identities through multimodal composition; (4) an awareness of the emotional exposure associated with public dissemination; and (5) the presence of resistance and technical distraction that at times hindered linguistic development. The results suggest that critical digital pedagogy encourages agency and provides a valuable space for identity work in a second language, though it requires intentional support to address technical challenges. This paper concludes by outlining pedagogical implications for ELT practitioners on how to move beyond functional uses of technology toward more transformative educational experiences.
The rapid infusion of modern technology into educational environments has irreversibly
reconfigured the nature of classroom discourse, reshaping how knowledge is produced,
negotiated, and validated in higher education settings. This qualitative study examines the
discursive patterns that emerge when instructors and students engage with innovative digital tools
including generative artificial intelligence (AI) platforms, immersive extended reality (XR)
environments, and adaptive learning management systems (LMS), within university classrooms.
Grounded in a critical discourse analysis (CDA) framework and informed by sociocultural theory,
the study draws on multi-site ethnographic observations, semi-structured interviews, and
documentary analysis conducted across five Nigerian universities over an eight-month period.
Findings reveal four thematic discourse formations: (1) techno-epistemic repositioning, wherein
digital tools disrupt traditional authority structures; (2) collaborative innovation talk,
characterized by emergent peer-to-peer knowledge co-construction; (3) resistance and
negotiation discourse, reflecting tensions between institutional norms and technological
affordances; and (4) reflective meta-discourse, wherein learners and instructors interrogate the
implications of AI-mediated knowledge. The study contributes to a growing body of literature on
technology-mediated pedagogy by revealing how innovation discourse in classrooms is
simultaneously emancipatory and constraining, offering practitioners, policymakers, and
educational technologists a nuanced understanding of the sociolinguistic dynamics underpinning
twenty-first-century learning.
I. Nkopuruk· WORLD JOURNAL OF INNOVATION...· 0 citations
This study aims to analyze how the triad of Digital Culture, Computational Thinking, and the Digital World (CPM) influences the construction of teacher identity, seeking to understand the challenges and opportunities arising from the implementation of these dimensions in pedagogical practice. The research is based on a qualitative, bibliographic approach, grounded in the analysis of scientific literature and official documents addressing the integration of digital technologies into education and their implications for teaching. In this context, the study examines how these transformations affect teachers' professional education, practice, and identity in contemporary society. The findings indicate that the incorporation of digital culture and computational thinking creates new demands for teacher education, requiring educators to develop broader competencies for the critical, ethical, and pedagogical use of digital technologies. At the same time, the results highlight challenges related to initial and continuing teacher education, working conditions, and the adaptation of pedagogical practices. It is concluded that the CPM triad represents a structuring element of contemporary education while reshaping teacher identity and requiring new knowledge and practices for teaching in the digital society.
Lídia dos Santos Alves, Dayanne Leite Souza Belfort, Vinícius Kennedy Carlos Santana et al.· Revista de Estudos Interdisc...· 0 citations
This study aims at exploring a change in English as a Lingua Franca (ELF) education by means of transforming traditional teacher-centered methods into a more engaging and agentic approach utilizing the Linguistic Landscape (LL), defined as visible displays of language components in a context. This new framework can be viewed as a driver on the way to fostering learner agency and the 4Cs of skills. The study highlights the LL as a key tool for developing learner agency and important 21st-century skills in a university setting. It closely examines a 14-week project where 98 ELF preparatory students from two state universities in Türkiye acted as language detectives, investigating their semiotic environments. The study integrated collaboration, communication, and creativity through group fieldwork, LL content creation, and presentations. Designed as exploratory qualitative research, the data were gathered using an online survey, reflection journals, and informal interviews. The findings show positive results from this project in terms of students` points of view related to LL. Given that, the students started to recognize LL around them as valuable tools for effective learning instead of seeing these language manifestations as meaningless letters. The results also revealed that ELF learners became active participants in their own learning environments rather than being just passive receivers of information when they engaged with LL-based materials. Moreover, data explored that the intervention systematically promoted the 4Cs of 21st-century skills: critical thinking was encouraged as students deconstructed the functions and grammatical correctness of English across various contexts (e.g., commercial clothing vs. practical menus) and conveyed nuanced perspectives on its sociocultural impact as well as they were collaborating and communicating with their peers. These findings point to the fact that LL-based pedagogy should be considered a crucial component of a contemporary ELF curriculum, designed to empower students as active, critical, and collaborative communicators in the complex language environments surrounding them.
Betül Güleryüz Adamhasan, E. Yatağanbaba· Sakarya University Journal o...· 0 citations
The current research gives a subtle, situational explanation of the obstacles and facilitators linked to collaborative learning tool adoption in developing higher education institutions of the countries.
Kashif Ali Sabiri, Dr. Adnan Mohammad Bataineh, M. A. Za'abi et al.· Journal of Learning and Deve...· 0 citations
The study concludes that linking the tradition of education of the will with discussions on digital technologies may broaden the understanding of the cognitive and anthropological conditions required for learning and contribute to a more critical integration of ICT in school contexts.
This study aims to explore the lived experiences of an English as a Foreign Language (EFL) teacher in integrating Information and Communication Technology (ICT) into English language teaching for primary school pupils in a remote area. This study employs a qualitative approach using a narrative inquiry design. The participant was an EFL teacher using the pseudonym, “Reyhan”. Data were collected through semi-structured interviews, classroom observations, and documentation, and analysed based on the dimensions of temporality, sociality, and place. The findings indicate that ICT integration is a dynamic and contextual process that develops through teaching experience, reflection, self-directed learning, professional collaboration, and adaptation to the learning context. Reyhan utilised various digital platforms and media aligned with learning objectives and pupils' characteristics to create more interactive, meaningful, and pupil-centred learning. The challenges included limited digital skills, unreliable internet access, limited technological facilities, and diverse pupils' characteristics. To address these challenges, Reyhan adopted adaptive strategies through self-directed learning, technological exploration, trial and error, collaboration with colleagues, peer tutoring, and alternative learning methods during technical difficulties. This study concludes that successful ICT integration depends on teachers' ability to continuously learn, adapt, reflect, and make pedagogical decisions appropriate to the learning context.
Robiatul Adawiyah, Durratul Hikmah· RIGGS: Journal of Artificial...· 0 citations
