The Transformation of English Language Teaching in the Digital Era: Autonomy, Assessment, Multimodal Literacy, and Artificial Intelligence

Abstract

Digital technology has transformed English language teaching (ELT) by extending learning beyond the conventional classroom and reshaping how learners access input, practise language, receive feedback, and participate in communication. This article examines that transformation through a narrative review and conceptual synthesis focused on learner autonomy, formative assessment, digital and multimodal literacy, artificial intelligence (AI), and the evolving role of the English language teacher. The review indicates that digital platforms, mobile applications, online resources, videoconferencing, automated feedback, and AI can expand access to authentic materials, personalised practice, intercultural interaction, and continuous feedback. However, technological availability does not itself guarantee effective language learning. Outcomes depend on pedagogical design, teacher mediation, learner readiness, digital competence, accessibility, and the alignment between technological tools and communicative objectives. The analysis also identifies persistent challenges, including unequal access, overreliance on automated systems, assessment validity, privacy, academic integrity, and the need for critical AI literacy. A human-centred model is therefore proposed in which technology supports rather than replaces teachers, learner agency, and meaningful interaction. The article concludes that successful digital transformation in ELT should be evaluated by its contribution to autonomous, inclusive, reflective, and communicative language learning rather than by technological novelty alone.