3 Using technology in language teaching: Insights from ESL and EFL contexts

Yinan’s video reflection about the Capstone Project

Introduction

As digital technology has grown at an increased rate, the scope and breadth of its use in language education has increased dramatically. From online instruction during COVID-19 to the everyday use of apps, it has moved from being an optional tool to a central part of language teaching and learning (Chen, 2022). However, teachers’ perceptions and understandings of technology as well as the teaching and learning environments have had varying impacts on the use of technology as is evidenced from research being done in CALL (Computer-Assisted Language Learning). The purpose of this article is to explore the differences in the teachers’ perceptions and use of technology in the classroom between ESL (English as a Second Language) teachers in countries such as Canada and EFL (English as a Foreign Language) teachers in countries such as China, and to discuss possible reasons for the differences.

What is CALL?

Computer-Assisted Language Learning (CALL) has evolved in its focus from its beginnings as repetitive practice to interactive and immersive learning methods (Warschauer, 1996). Today, tools like Grammarly help learners improve accuracy and vocabulary (Dizon & Gayed, 2021), while digital storytelling platforms improve fluency, pronunciation, and self-confidence (Jorquera & Campos-Cerqueira, 2021). However, if we only rely on the technology itself to be used for teaching, this does not guarantee successful learning. As Hubbard (2009, as cited in Kessler, 2010) points out, teachers must be involved and must design meaningful activities, such as critical thinking and cross-cultural tasks, to avoid over-reliance on the tools and to encourage active participation by students.

Teachers’ perceptions matter

Teachers’ attitudes towards technology vary considerably and depend largely on digital literacy, experience, institutional support and beliefs (Sellami et al., 2024). On the one hand, teachers tend to have positive attitudes when they use technology to prepare materials that promote participation, support authenticity, and create more flexible means of assessment using technology (Ertmer, 1999). Some of the more notable examples of this are platform technologies such as Kahoot or Padlet, which make lessons more interactive and, more importantly, they allow for immediate feedback to students, permitting them to receive feedback results more quickly and promoting motivation. On the other hand, it is possible that the source of teachers’ negative attitudes is based on several reasons, such as limited training, technological difficulties or fear of losing human interaction (Ertmer, 1999). In these contexts, teachers’ use of technology will be less than adequate and will most likely be superficial or avoided altogether.

Professional development is key. According to Reinders and White (2010), teacher education should emphasize digital pedagogies that enable teachers to critically evaluate tools and integrate them into their teaching. If teachers want to better succeed in integrating technology in their classrooms for the better benefit of their students, this means matching the tools to the local context. Teachers should adapt resources to learners’ needs, curriculum goals, and cultural expectations, rather than adopting a one-size-fits-all model (Chinnery, 2006). We need to have some flexible, context-aware approaches, and this is usually more than a single-platform approach.

Context influences the use of technology

Different teaching and learning contexts also play a significant role in the effectiveness of technology use in education. For example, in EFL classrooms in China, the teaching context has a traditional model of infrastructure, type of curriculum, and teacher-centeredness that limits the effectiveness of technology use to varying degrees (Cao et al., 2022). In this scenario, technology is often more focused on supporting grammatical content or more test-prepared content, which really do not play much of a role in terms of interaction.

In contrast, in some Western ESL environments, for students, it enables them to better have a language environment that allows them to better immerse themselves in the target language, and therefore technology can better link classroom activities to real-world interactions. Some technologies, such as digital storytelling, online forums, and mobile apps, can facilitate language practice and cultural integration. A meta-analysis by Al Wasy (2020) found that ESL learners benefited more from communicative writing tasks, whereas EFL learners progressed more in structured, practice-based writing, reflecting their respective classroom routines. The findings of this meta-analysis are summarized below.

Conclusion

While the integration of technology in the classroom can make language learning more engaging for students, the ability to ensure that technology is used effectively depends on teachers’ openness to technology and sufficient training with it, contextual adaptation, and thoughtful use. In ESL and EFL environments, the goal is not really to replace human interaction, but to better enhance it through technology as a bridge to authentic and personalized learning. Future research should explore the long-term impact of tools (including AI) on teaching and learning, and how teachers can continue to develop digital skills to meet the changing needs of learners.

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