Exploring The Impact Of Technology On Language Learning

Chapter 1
Introduction

Technological advancement especially in today’s society has made it possible for learners to
be exposed to so many interesting viewers and this has been made to be an important
component in language learning. Technology is the ability and that is why a person who is
considered to be ignorant in technology cannot experience a growth. Language acquisition is
one of the most important areas where technology is must for a long time. High stakes
assessment reared its head in learning and teaching the teachers as they shifted from being
the focus to students with the introduction of technology. New technologies can be used to
find the ways of creating a very real, entertaining atmosphere for the young Learners and to
enhance the level of linguistic knowledge.

Technology defined as the use of technology to complete a learning objective for an

instructional goal engaged by technological actions. The field of TELL has positively impacted
the development of the educational system since there are other approaches with
technology in a classroom. Each time children who are learning languages use technology to
communicate actively they also enhance their communication even outside the learning
process. (Shadiev, 2020).

Technology was used intentionally to facilitate the actions of studying, listening and
watching of topical, interesting and specific to the target culture content. While engaged in
text, audio or video communication with other targeted language participants they are able
to practice their interpersonal communication skills. Technology has been incorporated into
learning of languages without much difficulty, transforming the processes and providing
students with different possibilities for work with language material. This combination
includes a number of devices like artificial intelligence tutors, virtual reality experiments,
online language learning portals, smartphone applications , web based courses etc. Using
these resources, a student can have full-fledged language settings, changing the material,
receiving individual comments to the texts, and performing live talks with the native
speakers. Another way is that technology enables the creation of the independent learning
process, different learning-teaching approaches, and online education, which rather does
not take into account geographical conditions.

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As it has been discussed in this paper, technology has influenced the language learning.
Consequently, language learning has been favored and supported by the use of technology.
The type of research on the role of technology in language acquisition is vast and cross-
linguistic, comprising a broad spectrum of the topic which is critical to understanding how
technology is adjusting teaching of languages. This involves examining how computer
assisted language learning of languages (CALL) can assist language leaning through the
application of software applications, apps and on line tools. Furthermore, the usefulness of
information interchange websites, MOOCs and online channels for learning another
language is explored. As a sub-theme of Mobile Learning, the theme discussed the process
of enhancing language learning processes via mobility devices, applications, and education
video games. Similarly, in virtual learning environment and augmented learning
environment, research explores probabilities of technology phenomenal to create
comprehensive and rich language learning environment. The usage of chatbots for
communication supported by AI resources as well as the systems that adapt the process of
foreign language acquisition An analysis of education execution is done in reference to the
linguistic development and the application of recurrent AI. In social media sites and
language learning subtopics, the impacts of social sites, online forums, social networks on
language learning results are analyzed. Integrated education is the process of learning how
to accomplish education purposes using standard and, or computer modern language
learning techniques. Further, Teacher Teaching and Technology discusses the role of
technology supports working and instruction enhancement for educators who teach
language. Student independence and independently operated learning concern how
learners of languages are being empowered by technology and how to master language
learning on their own. Thus, evaluation as well as assessment is also manifested by
investigating the use of technology like, computer scoring techniques and methods for
feedback when testing languages.

Similarly, the case of application of data explains how technology could help the learners
with disabilities and those with different learning needs by providing them with easier
access to language learning materials.

Background of The study

This modern era has in fact assisted us do our work more efficiently especially in teaching
fraternity. In any case, using technologies in the classroom increases the frequency of
students’ communication with one another and gives them a way to interact with teachers
and peers from different parts of the world. Technological products in particular are amongst
the numerous kinds of what people call technology, and all of them serve a certain purpose.
In this case, the term ‘technology’ refers to technology process, technique or skill applied in
order to support learning or instructional objective (Pazilah, 2019). For instance, a learner

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can do a speech task using a digital voice recorder where he or she describes attributes of an
object in the target language and then play back to the teacher (Kuning, 2019).

Different new technology is being developed in the twenty- first century which is a century
full of change. This can be through the incorporation of classroom technology to make the
learner participate in the process of learning. In addition to conventional approaches, variety
of learning possibilities opens with the help of technology. Whereas, other kinds of
information technologies such as computers and the like give students more meaningful
purposes in their educational pursuits than what mere textbooks can offer (Iberahim, 2023).

With the use of technology students can manage their own time and get the practice they
need with fewer errors and receive detailed feedbacks in an environment that promotes
learning. With the advancement in technology, students’ attitude only has changed in the
positive aspects of technology. (Adnan, 2019).

With the help of technology it is possible to develop a quite natural and enjoyable
experience when learning a foreign language to the learners. Also, the effectiveness of a
technological intervention in a teaching and learning session does not solely depend on the
kind of software or hardware used but in teachers’ capacity to elaborate, design, and
incorporate interesting learning activities (Aysu, 2020). If teachers are not using technology
in their class training then they will never be able to compete with the ever emerging
technologies (Alakrash, 2021). To support this, advanced technologies like TELL, CALL,
Software’s have been designed. The application of technologies enables students to free
their minds regarding the matters taught and not look at it as a chore that needs to be done
in class (Adnan, 2019).

Problem Of The Statement

Consequently, as more focus has been paid to integrating technology in language instruction
there is still inadequate information concerning its effectiveness in enhancing language
learning results and learners’ self-directedness. Current development in technology supports
in learning of languages is diverse and challenging. Still it is ambiguous how technological
advancement has affected the language learning outcomes and the extent of learner self-
direction. In addition, students’ and teachers’ attitude toward the efficiency of using
technology in foreign language acquisition is still a matter of concerns. Thus, the purpose of
this research is to find out how to increase the effectiveness of using technology in language
learning to develop learners’ language skills, independence, and self-learning skills, while
reducing the negative aspects of the process.

Research Objectives:
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The objectives of the study are:

• To investigate the current state of technology -enhanced Language Learning. This

study aims to conduct a comprehensive examination of the existing technological
interventions in language learning, identifying the strengths, weaknesses,
opportunities, and challenges in the current landscape.

• On the other hand, the study also examine the impact of technology on language
learning outcomes and learner autonomy. This research seeks to explore the effects
of technology-enhanced language learning on learners’ linguistic proficiency,
autonomy, and self-directed learning capabilities.

Research Questions:

1. What are the strengths, weaknesses, opportunities, and challenges of technology-

enhanced language learning from the perspectives of students and teachers?

2. To what extent does technology influence language learning outcomes, autonomy,

linguistic proficiency, and skills enhancement among learners?

Significance Of The Research

The use of technology in language instruction has had a profound impact on students,
instructors, and the field as a whole. The democratization of language education is one of
the main effects of this change, which has been made possible by technology developments
that have increased language learning’s availability, affordability, and accessibility. With the
advent of modern learning environments, students can now receive top-notch language
instruction from any location in the globe. Technology has also completely transformed
education, increasing its effectiveness, fun, and engagement. The incorporation of digital
resources into language curricula has revolutionized the way students study, increasing
efficiency and interactivity. The development of tailored learning solutions is one of the main
advantages of technology in language instruction. Learners are now able to advance at their
own pace by receiving personalized courses that are catered to their individual needs and
learning preferences thanks to artificial intelligence and big data analytics. Because research
indicates that using technology in language learning improves language acquisition, has a
positive attitude-altering effect on learners, and fosters learning independence, this
personalization has produced better results. Furthermore, technology has improved cultural
knowledge tremendously by providing students with real resources that reflect the language

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and cultural capital of many locales, enabling them to build a greater understanding of
developing-nation cultures.

Because it offers a platform for communication and a great way for students to interact with
a diverse population, technology has also promoted community development. This fosters
an atmosphere that values cultural interchange and mutual respect since it makes it simple
for individuals from various backgrounds to interact, exchange ideas, and respect one
another’s traditions. Through the use of portable devices, technology has made learning
foreign languages easier and more accessible, which has boosted growth and
competitiveness in the economy. It has been demonstrated that having multiple language
proficiency improves career opportunities and boosts competitiveness in the global market.

Moreover, by granting equitable possibilities for language learning, technology has been
instrumental in advancing social mobility and equality. With the availability of language
learning materials that were formerly exclusive to a wealthy few, people from a wide range
of socioeconomic backgrounds now have the opportunity to elevate their social status via
education. Since learning a language is a continuous process, the incorporation of
technology has further improved personal development and lifelong learning. Because
technology makes learning easier and more enjoyable, people are more inclined to continue
learning throughout their lives.

Finally, the impact of technology on language learning has permeated educational reform
and politics as well. Since technology has shown to be a useful tool for fostering language
development, changes that integrate digital learning resources into traditional educational
institutions are being considered by legislators. This change has had a long-lasting effect on
how language instruction is seen and carried out in contemporary society, guaranteeing that
the use of technology in the classroom will benefit future generations.

Scope Of The Research

The way that language learning is conducted has changed dramatically in recent years due to
the use of technology into teaching methods. This change has prompted the development of
a number of technical advancements, including writing tools like Grammarly, which support
students in developing their writing abilities while also lowering grammatical errors,
strengthening sentences, and increasing vocabulary. Comparably, apps for learning
languages, such as Duolingo, have advanced significantly in providing learners at all levels
with dynamic and interesting lessons, enhancing both the fun and efficiency of the learning
process. Furthermore, because anyone with internet connection, wherever in the world, can
now receive top-notch language training, online courses on sites like Coursera, Udemy, and
edX have democratized education. These platforms provide a large selection of language
courses that accommodate various learning preferences and styles. In addition to being a
vital resource for vocabulary growth and reading comprehension, authentic written content

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from blogs, news websites, and online publications also enables students to interact with
language in natural settings.

Furthermore, YouTube has become an invaluable tool for language learners because to
specialized channels that offer high-quality video content that improves speaking, listening,
and cultural awareness. This is further enhanced by social media sites like Facebook and
Instagram, which give language learners the chance to interact with native speakers, take
part in conversations, and access a range of language learning materials. Through these
channels, informal learning has become more prevalent, providing new opportunities for
language practice and improvement.

Additionally, learners can methodically increase their language knowledge with the aid of
digital tools and online dictionaries like Quizlet, Anki, Memrise, and the Cambridge
Dictionary, which provide targeted support for vocabulary building and grammatical
practice. Virtual and augmented reality are examples of immersive technologies that elevate
language learning by offering simulated environments in which students can practice in
realistic and interactive scenarios. This adds a new degree of complexity to the process of
experiential learning.

Through chatbots and language assistants driven by artificial intelligence (AI), which provide
individualized language practice, adaptive feedback, and real-time error correction, AI has
also had a big impact on language acquisition. This has improved speaking and writing
abilities considerably. With the aid of these tools, students can rehearse in a relaxed,
conversational environment. A community-driven method to learning is created by
connecting language learners with native speakers through online language exchange
platforms such as HelloTalk and Tandem. These platforms provide possibilities for language
practice, cultural immersion, and real-time corrections. Language learning has also become
more easy and fun thanks to mobile applications and games, which provide users with
gamified, immersive experiences that reinforce learning through repetition and interactive
challenges while they are on the go. By providing individualized learning experiences,
tracking learner progress, and customizing content to meet each user’s requirements and
preferences, big data and analytics play a crucial role in education. This degree of
personalization guarantees that students can concentrate on their regions that require the
most development.

Finally, the use of technology has resulted in platforms and resources that cater to learners
with a variety of requirements, including those with disabilities, making language learning
designs more inclusive and accessible. Technology ensures that language learning is not
limited to the affluent and instead becomes accessible to all, creating a more inclusive global
learning community through equal opportunity promotion.

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Key Terms Definition
Technology Advancement: The ongoing development of tools and systems that enhance
language learning through innovations like online platforms, AI, and mobile learning.

Language Learning: The process of acquiring communication skills in a new language,

made more interactive and accessible through modern technologies.

Digital Tools: Software and apps like Duolingo and Grammarly that help learners practice
language skills with personalized, interactive activities.

Artificial Intelligence (AI): AI-powered tools like chatbots that provide personalized
feedback and adaptive learning experiences in language acquisition.

Adaptive Learning: A method where technology customizes lessons based on a learner’s

progress, offering targeted instruction for better language learning outcomes.

Summary
Technology in teaching and learning of languages has advanced the teaching and learning
process and brought innumerable advantages to learners, tutors and school. It has become
easier, cheaper and fun across all levels and aspects to learn a new language go through
technology tools, platforms and resources. It has also facilitated accomplishment of the
following language learning outcomes; proficiency, motivation, and learner autonomy. Along
with that it has also allowed people to have customized learning, cultural interaction and
community development. However, there are also some issues or limitations in using the
technology, for example; Digital divide, Technical problems and teachers training. Taking an
overview, technology has helped language learning, and therefore, the proliferation and
application of technology is the way forward in boosting educational achievement and
learning for a lifetime. When learning about technology-enhanced language learning, its
advantages and disadvantages as well as prospects and threats we will be able to make more
informed conclusion about the role of technology in enhancing language learning process.

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 Chapter 2
Literature review
Technology Enhanced language learning

Aysu (2020) investigated the impact of technology on language learning motivation among
foreign language students. The study employed an experimental design, dividing 45 students
into control and experimental groups. A questionnaire was administered as a pre-test and
post-test to measure motivation levels. The results showed a significant increase in
motivation among the experimental group after a four-week technology-based intervention,
whereas the control group showed no significant change. This study suggests that
technology can positively influence language learning motivation, supporting the integration
of technology in language classrooms to enhance student motivation. Aysu’s study provides
further evidence for the effectiveness of technology in language learning, emphasizing the
need for educators to harness technology to enhance student motivation and engagement.

The use of digital technology among EFL teachers and students and measure the significant
differences in their usage. Students primarily used digital technology for learning vocabulary,
while teachers utilized it for general teaching practices. Both groups demonstrated high
digital literacy. The study found no significant difference in the use of digital technology for
language pedagogy between teachers and students (Alakrash & Razak, 2021).

Technology-Enhanced Collaborative Language Learning (TECLL) has gained attention from

learners, educators, and researchers due to the emergence of educational technology. The
theoretical foundations and technological applications of Technology-Enhanced
Collaborative Language Learning (TECLL), revealing a range of theoretical frameworks,
notably social constructivism and sociocultural theory, and diverse technologies including
computer-assisted and mobile-assisted language learning. The review demonstrated TECLL’s
effectiveness in enhancing language knowledge and affective status, yielding benefits such
as improved language proficiency and increased learner motivation. The findings emphasize
the importance of thoughtful technology selection, consideration of learner needs, and
ongoing evaluation in designing and implementing TECLL activities, highlighting the need for
a nuanced approach to integrating technology into language learning contexts (Su & Zou,
2022).

Significant difference in speaking performance between the experimental and control

groups, with the former showing enhanced fluency, coherence, accuracy, lexical resources,
grammatical range, and pronunciation. The positive perceptions of students towards
educational speaking technology tools further support the integration of technology in
language learning (Asratie et al., 2023).

Nasution and Batubara (2024) conducted a bibliometric analysis of research trends in

Technology-Enhanced Language Learning (TELL) using the Scopus database. The study

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examined consistent growth in TELL research. The dominant keywords highlighted the
primary focus on enhancing language learning through technology, with a growing interest
in topics like “Deep Learning”.

Digital transformation in language learning

Digital technologies in higher institutions of learning are used for developing course
material, delivering and sharing content, communication between learners, lecturers and
the outside world, creation and delivery of presentation and lectures, academic research as
well as administrative support (Haleem et al., 2022).

Martin and xie ( 2022) examined current practices and directions for digital transformation
through a framework that supports the strategic responses and structural changes that
higher education institutions could implement to enhance digital teaching and learning.
Learning technologies and digital platforms are no longer an afterthought, they are critical
for teaching and learning. The COVID-19 pandemic served as a catalyst, forcing colleges,
universities, instructors, and students to shift online rapidly.

Rahmen (September 2020) studied that digital technology introduces scopes that expedite
blended, e-learning, and online in higher education and suggests a multiple of ways to
communicate, learn, correspond, cooperate, and collaborate. Also, digital technology has
been more and more widely used in higher education for the continuous development of
the economy.

Driskell and David ( 2022) explored that digital technology plays an important role in
identifying phenomena in society that are difficult to identify and analyse using more
conventional methods. The economic and social technologies are particularly affected
by this. As a result, technology has tended to represent reality in low-dimensional
fashion without considering its realistic impact. A growing amount of detailed
information is available about economic and social phenomena, making tools that
exploit this informational abundance particularly useful. As a consequence, virtually
every field of knowledge within the social sciences has been opened up to fascinating
new perspectives. Many economists and social scientists believe that technological
advancements are one of the primary drivers of economic growth in countries, regions,
and cities.

Digital technology and literacy can heighten the transformation of teaching and learning in
higher education institutions. Technologies have been used to advance the teaching and

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learning process in HEIs, and the barriers and bottlenecks to why it may not have been
effectively implemented across the HEIs. Today, modern educational technologies and the
underlying models and practices have become an integral part of the teaching and learning
process, and have showed rapid (innovative) growth within the higher education domain.
Although the modern-day educational technologies have shown to be effective and
promising towards teaching and learning ( Okoye,August 2022).

Bisri (2023) investigated that digital transformation (DT) is carried out in various fields,
including higher education. In higher education, the success of DT is strongly influenced by
the leadership of executive in managing the institution to overcome barriers, to adopt
appropriate strategies, and to maintain a consistent approach to implementation. Higher
education constantly faces challenges in response to global changes. The current era is
characterized by rapid globalization, technological disruption, VUCA (vol-atility, uncertainty,
complexity, and ambiguity) conditions, and new trends emerging after the COVID-19
pandemic, all of which drive these changes. Various innovations are required to overcome
challenges and take advantage of opportunities, as well as prepare students to tackle issues
in future. When the COVID-19 pandemic struck the world, the utilization of information
and communication technology (ICT) became an imperative solution for education. Remote
learning, facilitated through video conferencing and learning management systems (LMS),
emerged as a popular solution to overcome the closure of schools mandated by government
policies for social distancing. Currently, DT in the education is a popular area of interest that
has the potential to revolutionize and elevate the quality of education. The utilization of
digital technologies is making a noteworthy contribution to the learning process
emphasised the importance of applying technology in the post-COVID-19 era to face new
challenges and opportunities. DT is bringing about a transformative shift in higher education,
not only in terms of how courses are taught but also in what skills must be taught to
students, com-bining technical, managerial, and non-cognitive abilities that have not
previously been recognized as important.

Institutions have undergone several significant changes recently due to societal and
technological tendencies toward modernization. The growing adoption of digital learning
technologies continues to push education into uncharted areas. While teachers must rethink
what it means to provide a learning experience, higher education institutions must match
their educational technology solutions to students’ demands. Digital learning is far superior
to the conventional classroom paradigm in many ways for both teachers and students.
Anytime and anywhere that is convenient for everyone can be used for teaching and
learning. Digital learning does, of course, come with its own set of difficulties in addition to
its benefit (Alenezi et al., 2023).

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Jakobsen et al. (2023) examined empirical research on smart technologies in eight domains
and seeks to analyse implications for smart rural communities research. The development
and implementation of smart technologies has the potential to improve various aspects of
life in rural areas, including healthcare, mobility, and governance. However, the adoption of
these technologies also raises important questions about their relation to communities. The
existing literature is reviewed to examine the key findings and knowledge gaps. By using a
sociotechnical perspective and considering the specific characteristics of rural communities,
the discussion is focused on how smart technologies can contribute to rural contexts.

Rumanyika and Galan (2023) explored that digital technologies are at least keeping the
educational system afloat. Students are learning from the convenience of their own homes.
It considered that the schools where there is limited use of technology achieve minimum
goals in learning as compare the to schools where there is high use of technology. The
students belong to schools where higher use of technology are smarter, confident, sharp,
intelligent and having high intelligent level because in todays world technology becomes
need of individual, without water they can survive but cannot survive without technology.
Students growth and its competence and performance totally rely on the use of technology.
It defines that use of technology helps students to modify and monitor their skills either in
maths , science or english. These skills help them to modify their skills in foreign language.
Technology is key factor in learning and brings positive change among learners. Due to faster
use of technology students improve their performance and competence.

Popal (2024) examined themes such as digital natives, blended learning, immersive
technologies, adaptive learning, and data analytics in his study. It uncovers both
opportunities and challenges, addressing issues of equity and ethical considerations. The
research questions focus on technology's impact on student engagement, learning
outcomes, and equitable access. Objectives include elevating student digital literacy and
enhancing teacher proficiency in online pedagogy. The methodology combines a
comprehensive literature review with practical interventions and data analysis.

Benefits and challenges of technology

Digital resources in the classroom, home assignments, and self-education, seeking universal
tools that benefit both learners and teachers across different educational contexts.

The authors conducted an in-depth analysis of numerous studying platforms and mobile
applications, highlighting their numerous benefits. These advantages include enhanced
engagement and motivation, as interactive features foster a more immersive learning
experience. Additionally, personalized learning experiences cater to individual learning styles

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and pace, optimizing student outcomes. Furthermore, these digital tools increase
accessibility and flexibility, allowing students to learn anytime and anywhere. Moreover,
improved feedback and assessment mechanisms facilitate timely interventions and data-
driven instruction.

However, the authors also acknowledged several limitations associated with these digital
learning solutions. Technical issues and reliability concerns can hinder seamless learning,
while limited internet access and digital literacy can exacerbate existing inequalities.
Moreover, distractions and decreased focus can undermine the effectiveness of these tools.
Finally, over-reliance on technology can lead to decreased face-to-face interaction,
potentially diminishing essential social skills and human connections.

The study concludes by presenting technology-enhanced solutions for language learning,

incorporating trends such as mobile learning, microlearning, and gamification, to address
these challenges and maximize benefits (Tkachenok & Tumskiy,2019).

Social media presents a double-edged sword for English language learners, offering both
beneficial opportunities and challenging limitations. On the one hand, social media provides
numerous strengths, including up-to-date information, language input, communication with
native speakers, and cutting-edge learning tools. For instance, platforms like Twitter and
Facebook offer access to current events and trending topics, enabling learners to stay
informed and engaged. Additionally, social media exposes learners to diverse language
styles, genres, and registers, enhancing vocabulary and comprehension. Moreover,
interacting with native speakers on social media promotes authentic language practice and
cultural exchange.

However, social media also poses significant weaknesses and threats. Distractions, such as
notifications and informal content, can divert learners’ attention, reducing focus and
productivity. Furthermore, social media often contains ungrammatical content, slang, and
informal language, potentially reinforcing incorrect grammar and syntax. Learners may also
be exposed to obscenities and inappropriate content, requiring careful content filtering.
Lastly, social media’s lack of structure and accountability can lead to generic collaborations,
hindering meaningful language exchange and collaboration.

To mitigate these risks, educators can play a crucial role by integrating social media in a
guided and structured manner. Teachers can design targeted activities and tasks to maximize
benefits and minimize distractions. By curating high-quality, language-rich content and
providing regular feedback and encouragement, educators can ensure learners reap the
benefits of social media while avoiding its pitfalls. (Amin et al., 2020).

The swift pace of technological advancements has revolutionized language learning,

presenting unprecedented opportunities for engagement and instruction. Technology-
Enhanced Language Learning (TELL) has emerged as a pivotal tool, offering numerous
benefits that augment language acquisition outcomes. Research has shown that TELL

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enhances language learning outcomes by providing personalized learning experiences,
facilitating interactive communication, and increasing access to authentic materials
(Iberahim et al., 2023). For instance, language learning apps, online platforms, and
multimedia resources enable learners to practice languages in immersive environments,
fostering improved pronunciation, vocabulary, and grammar skills.

However, the integration of TELL also poses challenges. One significant concern is the
potential for misuse by students if left unsupervised. Without proper guidance, learners may
rely excessively on technology, leading to decreased face-to-face interaction and diminished
social skills. Moreover, the abundance of digital content can expose students to distractions,
inaccuracies, and inappropriate materials, potentially hindering language learning progress.
Therefore, educators must strike a balance between harnessing TELL’s benefits and ensuring
responsible usage.

Effective implementation of TELL requires educators to design structured activities, monitor

student engagement, and provide timely feedback. By doing so, teachers can maximize
TELL's potential, promote autonomous learning, and cultivate essential skills for the digital
age. As Iberahim et al. (2023) emphasize, thoughtful integration of TELL can transform
language learning, yielding enhanced outcomes and empowering learners to succeed in an
increasingly interconnected world (Iberahim et al., 2023).

Vall and Araya (2023) identified several advantages and challenges of using technology.
Several advantages, including time-saving, personalized learning experiences, and cultural
insights. However, it also challenges such as the need for human interaction, complexities of
language in context, and data requirements for training. The authors suggest future
developments, including combining VR and AR, improving natural language processing
algorithms, and enhancing adaptive learning capabilities. By addressing these limitations, AI
learning systems can become more effective and valuable tools for language learning. The
study emphasizes the importance of integrating AI tools to improve learning outcomes and
user experience.

Technology integration in English language teaching and leaning has some benefits, including
improved language skills, increased opportunities for practice, enhanced collaborative
learning, and access to online resources. On the other hand, it has challenges such as the
type of technology used, rapid technological changes, class size, cost, time constraints,
lecturer workload, and technology availability (Rintaningrum, 2023).

Technology-Enhanced Language Learning (TELL) has a positive impact on language

proficiency, leading to improved reading comprehension, enhanced vocabulary acquisition,
better grammar and syntax understanding, increased listening and speaking skills, and more
accurate pronunciation. Additionally, TELL methods increase learner engagement by
promoting motivation and interest in language learning, enhancing learner autonomy and
self-directed learning, and providing more opportunities for collaborative learning and
personalized experiences (Ortikov, 2024). However, the integration of TELL also brings about

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changes in pedagogical practices, including a shift from traditional teaching methods to
more student-centered approaches, increased focus on developing learners’ digital literacy
skills, and changes in teacher roles and responsibilities. Despite these benefits, Ortikov
(2024) also identifies challenges and limitations, such as technical issues and infrastructure
constraints, teacher training and support needs, equity and access issues for all learners,
balancing technology use with human interaction, and ensuring effective integration with
existing curricula.

Significant challenges faced by teachers and students, including limited access to technology,
lack of digital literacy, and pedagogical consideration. The benefits of technology integration,
such as increased motivation, exposure to authentic language resources, personalized
learning, and multimodal experiences (Sari & Abrar, 2024).

Bunchutrakun et al. (2024) investigated the benefits and challenges of assisted technology in
developing English email writing skills among adult learners in the logistics profession. The
study revealed several benefits, including favorable views of online lessons and appreciation
for technology-supported learning activities. Each tool used in the learning process fulfilled
its intended purpose and boosted learner motivation. The study highlights the potential of
technology to improve language learning, particularly in specialized industries.

However, the study also discusses challenges associated with the use of assisted technology,
including limitations and constraints that must be considered. Despite these challenges, the
study provides valuable insights for educators and professionals seeking to develop effective
language training programs for adult learners. The focus on English email writing skills and
assisted technology underscores the importance of tailoring language instruction to meet
the needs of specialized industries.

Chapter 3
Methodology
This chapter outlines the research methodology employed to explore the impact of
technology on language learning among university students and teachers. A mixed-methods

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approach was adopted, combining quantitative and qualitative data collection and analysis
methods

3.1 Research Design:

This study employed a mixed-methods approach, combining both quantitative and
qualitative data collection and analysis methods. The quantitative component aimed to
gather numerical data on students’ perceptions and experiences, while the qualitative
component sought to explore teachers’ perspectives and experiences in-depth.

3.2 Participants and Settling

The study consisted of two groups of participants: university students and university
teachers. The student participants were selected from various universities. Ten university
teachers from Begum Nusrat Bhutto Women University Sukkur were selected for the
qualitative component.

3.3 Data Collection Instruments:

Quantitative Data Collection:
A survey questionnaire consisting of close-ended questions was administered to university
students. This online survey was adapted from previous questionnaires ( Nomass, 2019)
with an aim to obtain information about using technology in language learning. The
questionnaire aimed to gather data on students’ perceptions and experiences regarding the
use of technology in language learning. The survey was designed to elicit responses on
various aspects of technology.
Qualitative Data Collection:
Semi-structured interviews were conducted with ten university teachers. The interviews
aimed to gather in-depth insights into teachers’ perspectives and experiences regarding the
use of technology in language learning. The interview protocol consisted of five open-ended
questions that explored teachers’ beliefs, practices, and challenges related to technology
integration in language instruction.

3.4 Data Collection Procedures:

The survey questionnaires were distributed to students through online platforms, while
interviews with teachers were conducted in-person and audio recorded. Each interview
lasted approximately 10-15 minutes.

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3.5 Data Analysis Techniques:
Quantitative Data Analysis:
The quantitative data from the survey questionnaire was analyzed using
Qualitative Data Analysis:
The qualitative data from the interviews was analyzed using thematic analysis. This involved
identifying, coding, and categorizing themes and sub-themes that emerged from the
interview transcripts.

3.6 Ethical considerations:

To ensure the ethical values of this research, the following measures were taken:

Participants were contacted for interview via email and asked for their consent to
participate in the study. Once they agreed, a meeting was scheduled. Participants’ identities
were kept confidential, and their responses were anonymized. Before recording the
interviews, participants were asked for their permission. Participants were free to withdraw
from the study at any time. The purpose and scope of the study were clearly explained to
participants. Interviews were scheduled at a convenient time for participants.

On the other hand, an online survey was administered to collect data from students in a
systematic manner. Invitation messages were sent to students to take part in the survey
and only 110 participants responded to the survey.

By following these ethical considerations, this study ensured that participants' rights and
dignity were respected, and their contributions were valued. Overall, this mixed-methods
approach allowed for a comprehensive understanding of the impact of technology on
language learning, providing insights into both students’ and teachers’ experiences and
perspectives. By combining quantitative and qualitative data, this study aimed to provide a
nuanced and detailed understanding of technology’s impact on language learning.

3.7 Summary
This chapter outlined the research methodology used to explore the impact of
technology on language learning. A mixed-methods approach combined
quantitative and qualitative data collection and analysis methods. The study
surveyed 110 university students and interviewed 10 teachers, ensuring ethical
considerations through informed consent and confidentiality. and thematic
analysis were used to analyze quantitative and qualitative data, respectively.
This methodology provided a nuanced understanding of technology’s impact

16
on language learning, shedding light on students’ and teachers’ experiences
and perspectives.

Chapter 4
Findings and Discussion

17
This study used a quantitative method to look at how technology affects language learning,
especially from students’ views. We created a questionnaire with 10 closed-ended questions
to gather information. After that, we analyzed the data and showed it in a clear table & pie
chart. The answers from 110 students give us important insights into their thoughts &
feelings about this key part of language education.

Students responses:

Response to question 1:

Table:1 Q:1 Which language skills have been most enhanced by technology?

Responses Participates Percentage

Reading 29 29.%
Writing 11 11%
Speaking 38 38%
Listening 20 20%
Source :author’s own estimation

The graph shows what participants think about how technology helps their language skills.
38% of them say it really helps with speaking. On the other hand, 29% believe it improves
their reading. But most people do not agree. Only 11% feel that writing gets better because
of technology. And then there’s listening, just 20% think that technology makes that skill
better.

1. Which language skills have been most enhanced by

technology?

18
Response to question 2:
Table:2 Q:2 What types of technologies do you use for language learning?

Responses Participants Percentage

Computer 13 13%
Smartphone 65 65%
Tablet - -
Language learning 21 21%
apps, online courses
Source :author’s own estimation
Smartphones are the top choice for learning languages. Around 65%
of people use them to access language learning apps. Online classes
second place, with 21% of using them to get better at speaking. Only
13% of participants turn to computers for learning languages. Tablets
are out there too, but they aren’t as popular.

2. What types of technologies do you use for language learning?

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Response to question 3:
Table:3 Q:3 How effective do you find technology in enhancing
language skills?
Responses Participants Percentage
Very effective 56 56%
Somewhat effective 22 22%
Effective 17 17%
Not at all effective 3 3%
Mobile apps 1 1%

Source :author’s own estimation

Most participants, about 56%, think technology really helps with speaking skills. On the
other hand, 17% feel that technology doesn’t help as much as it could. There’s also 22% who
think it helps a little bit. Just 3% believe technology is totally useless! One participant even
noted that mobile apps were mentioned the most often since they can connect different
groups together.

3. How effective do you find technology in enhancing language skills?

20
Response to question 4:
Table:4 Q:4 What are the main challenges you face in using
technology for language learning?
Responses Participants Percentage
Technical issues 37 37%
Lack of training 20 20%
Resistance of change 6 6%
All 36 36%
Source :author’s own estimation

A lot of people learning a language use technology. But, there are some problems. In fact,
37% of language learners face technology issues. Also, 20% don’t know how to use tech for
language learning properly. Some people (6%) aren’t interested in switching traditional
methods with technology tools. Plus, 36% say they deal with a mix of these challenges.

4. What are the main challenges you face in using technology for
language learning?

21
Response to question 5:
Table:5 Q:5 Do you prefer using technology for language learning
over traditional methods (e.g., textbooks, classroom instruction)?
Responses Participants Percentage
Yes 40 40%
No 10 10%
Sometimes 15 15%
Depends on the 31 31%
situation
Online platform 1 1%
Multimedia 1 1%
resources
Source :author’s own estimation

Now, when it comes to opinions about learning methods, most students (40%) think
technology is better than the usual ways. However, 10% still like traditional methods like
using textbooks and attending in-person classes. Only 15% said they use technology
sometimes. But there’s a significant number (31%) who change their method depending on
the situation. Just 1% of people prefer online tools or interactive platforms all the time.

5. Do you prefer using technology for language learning over traditional methods
(e.g., textbooks, classroom instruction)?

22
Response to question 6:
Table:6 Q:6 How often do your teachers encourage you to use
technology for learning English?

Responses Participants Percentage

Always 42 42%
Often 29 29%
Sometimes 24 24%
Never 3 3%
Less face to face 1 1%
interaction
Source :author’s own estimation

Looking at educators, a large number (42%) encourage students to use technology for
improving their English skills. Two-thirds of teachers (24%) and some others (29%) suggest
using technology every now and then. Only 3% never support technology use in learning
English. And just 1% think that technology harms personal interaction.

Q:6 How often do your teachers encourage you to use technology for learning English?

23
Response to question 7:
Table:7 Q:7 Which technology do you use to support language
learning outside of the classroom?
Responses Participants Percentage
Learning apps 33 33%
Language exchange 13 13%
Virtual reality 4 4%
Social media 48 48%
Source :author’s own estimation

Many people use social media. About 48% of them say it helps language study outside of
class. Around 13%, take part in language exchange tasks. Others, that’s 33%, prefer using
learning apps. Very few, only 4%, try virtual reality for language learning. This shows that
most people rely on the internet for picking up a new language outside the classroom.

Q:7 Which technology do you use to support language learning outside of the classroom?

24
Response to question 8:
Table:8 Q:8 How often do you use technology in your daily life?
Responses Participants Percentage
Rarely 15 15%
Occasionally 13 13%
Always 40 40%
Frequently 30 30%
Source :author’s own estimation

Looking at how often people use technology, it turns out 40% use it every day! On the other
hand 13% don’t use it much at all. Meanwhile, 30% use it regularly. Only 15% of those asked
say they use technology often in their daily lives. This really shows how many activities
involve technology these days.

Q:8 How often do you use technology in your daily life?

25
Response to question 9:
Table:9 Q:9 How much does technology in the classroom affect
student engagement?
Responses Participants Percentage
A lot 56 56%
Somewhat 29 29%
Not much 7 7%
Not at all 5 5%
Sometimes 1 1%
Source :author’s own estimation

When asked about using tech in class, most participants (56%) believe it has a big effect on
their participation. About 29% say it has some effect. Just 5% think it doesn’t affect their
engagement at all, only 7% feel the same way about its impact. 1% say it occasionally affects
how involved they are. Clearly, technology plays an important role in keeping students
engaged while learning.

Q:9 How much does technology in the classroom affect student engagement?

Response to question 10:

26
Table:10 Q:10 How important is technology in your overall
language learning strategy?
Responses Participants Percentage
Very important 75 75%
Somewhat 20 20%
important
Not very important 3 3%
Not at all important 2 2%
A little 1 1%
Somewhat 1 1%
Source :author’s own estimation

As for students learning languages, a large majority (75%) think technology is super
important in their overall approach to picking up a new language. Around 20% see it as
somewhat important, while only 3% don’t find it very significant. Just 2% are convinced that
technology doesn’t matter at all in learning a new language. For most language learners,
technology is simply essential to the learning experience!

Q:10 How important is technology in your overall language learning strategy?

27
 Thematic Analysis

Teacher’s responses:
Theme 1:- Technology tools used for language learning

Firstly let us look at the biggest upside of using technology in the

classroom is that it gives students immediate access to extensive
information and resources. With digital tools like academic journals,
project management platforms, and study apps, students can explore
various subjects, conduct research, and access materials beyond
traditional textbooks. As the participant third said, “Mostly teachers used
technology to enhance the classroom settings, they reply their students
on technology to get maximum benefits many of technology are widely
used within our classrooms like language lab (where we sit to-gather and
learn from each other in terms of group discussions, performed many
activities like MCQS, BCQS), these platforms helped students to learn
effectively. So as you know we are surrounded by technology and
technological tools so for my language learning if I talk about I mean
technical writing these are the subjects that are usually taught at a
university level as I teach in university so in these classes if I talk about
when I teach speaking, there are different ways to have activities on
speaking or there are different ways for which I use laptop internet”,(p-3).
I also use WhatsApp social media sites. These technologies help my
learners to communicate and interact with each other. It's about speaking.
There are other ways I talk about reading. Participant third also said, “You
can read a lot many things from your social sites from the internet. Tell
you that how to distribute teaching material to the students uh previously

28
it was not that easy okay uh Google Classroom is also used in my class it
is a platform uh that data used for not only sharing the material but also
asking my students to submit their assignments to have a peer discussion
and for many other purposes as I if I talk about WhatsApp so through
WhatsApp I create I not only share assignments but I also create a kind of
discussion sometimes and my students respond over it.

So there are many tools that a teacher usually uses just like we use
mobile phones etc. How often do you use them? It depends upon the
nature of the activity or the skill you are teaching so if it is demanded
frequently I use it frequently if it is not then I move to any other tool”(P-
3).”

Participant first, “In Language learning classes I utilize a variety of

technology tools and platforms to enhance the learning experiences. As
you know we are having the language lab. So in the language lab, we
have different platforms like BTC, like Cambridge. So these are the
platforms where the students, can learn their language easily. Moreover,
we also use different, you say platforms like tools, and online
collaboration tools like Google Documents, and the difference can be for
group projects and peer feedback. Use regular assignments and
assignments in semesters and then we also use video conferencing
platforms such as Zoom and Microsoft Team for virtual classes and guest
lectures. So these are the things which we use for learning” (P-1). So
simply many teachers are using technology to boost up their learners and
make them able to use the technology in any situation in this modernized
world. Participant Second said ” I mostly use Google Classroom and
nearby sometimes to teach these students in language classes. Most of
the time, like daily for language class, Google Classroom is used, and
rarely like sometimes, I may use the Nearpod or any other, other
technology. As you know, we are going towards the modern, modern
world and this is the world of technology here you have to use the
technology. You see every person or every student has a mobile phone in
hand. So nowadays the use of technology has increased. So if we are
indulging or if we are including the use of technology in our classroom,
then it increases their learning as well. Because most of the time, most of
the time the students are using social media are the by use of technology,
They are very much aware of the technology, so it is very much beneficial
for their learning” (P-2). Participant Fourth said “Currently use a variety
of technology tools and platforms in my language classes that can include
Zoom app Google Meets for virtual classes, Literally sometimes I use
virtual whiteboards and sometimes imes I use AI or meta. These tools
enhance my learning experience, provide interaction activities and
facilities, communications with my instructor and peers and the
questions”(P-4).

Participant Six said “I use a range of technology tools, including online

dictionaries, grammar guides, and multimedia resources like videos,
podcasts, and interactive quizzes. I also utilize language learning apps like

29
Duolingo and Babbel to supplement instruction. I use these tools
frequently, often 2-3 times a week, to enhance language learning and
engagement”(p-6). Common technology tools and platforms that are used
in my language classes are as follows: Learning Management Systems
(LMS) like Canvas with projector and Whiteboard, Video conferencing tools
like Zoom, Google Meet, or Skype for virtual classes, Language learning
websites like ESLLAB, English for everyone, British council, etc. Participant
Seventh said, “Online

resources like language exchange websites, podcasts, or YouTube

channels, Digital whiteboards and annotation tools like SMART Boards or
Padlet, Audio and video recording tools for pronunciation practice Online
grammar and vocabulary resources like Grammarly or (link unavailable)
The frequency of use varies depending on the class structure, student
needs, and instructor preferences. Some tools might be used daily, while
others might be used weekly or occasionally” (P-7).

Theme 2:- Learners Autonomous

Technology makes our lives easier and easily accessible to every student
and teacher. As the participant second said, “I already told you about the
classes that we are having in language. Language lab classes that they
can get the resources at any time and anywhere on this platform on
British Council or Cambridge and it can allow them to in their according to
their approach moreover it can also personalize learning as it is an
adaptive learning technology and apps which can tailor content
to individual students needs and proficiency level. We have the
assessment criteria in language lab classes so we try to find the
approaches of students, For some students who are at an advanced level,
we can offer them that level like c1 or, c2 and if they are at an
intermediate we can offer them b1, b2 and if they are at foundation level,
we can, we can have the one and a two. So these the things which are,
autonomy, empowers students to take control of their language so They
can choose can personalize their learning, and then it can also increase
resources that best suit their learning styles and preferences and engage
in self-directed practices and study”(P-1). Technology has a great impact
on student language learning as it increases learning in a modern way
in the world of technology here you have to use the technology. Language
learning outcomes have a positive impact on technology because it saves
our time but also, it makes our job easier or we can say it makes language
learning easier. As Participant Third said,” The traditional methods GTA
method or something like this, also there are many applications that the
students and teachers use for language learning and language autonomy,
Google, YouTube or many such platforms make learning easier for
students to learn something even without the help of a teacher and it

30
makes students self-reliant and a kind of motivated to learn the
language, You see every learner and every student belong to any
age has the mobile phone in the hand, So in result nowadays the use of
technology has been increased. So if we include the use of technology in
our classroom, then it increases their learning well, Because most of the
time students are using social media for technology, They are very much
aware of the technology, so it is very beneficial for their learning”(p-3). As
participant forth said “ I talk about the enhanced autonomy, student can
take ownership of their learning, set goals, track their progress
independently, and also they can have better feedback. Technology
enables immediate feedback and assessment, helping students identify
areas for improvement. However, it's essential to strike a balance
between technology and use and human interaction, ensuring students
develop essential communication skills”(P-4). Well, I believe technology
has significantly enhanced students' language learning outcomes and
autonomy by providing diverse and interactive resources that create
various learning styles. As Participant Fifth said,” Tools which
are already mentioned that is Cholango and another source is Quizle,
They offer personalized practices and instant feedback, Yes another
English test store for boosting engagement and retention and for instant
feedback and platforms such as Zoom and Google Classroom facilitate
flexible learning environment, allowing the students to make materials
and participate in discussions from anywhere. So I believe
this accessibility promotes self-directed learning and helps the student
take control of their educational paths. If I conclude, I will say technology
supports more dynamic and individualized learning experiences, leading
to improved language skills and greater learning independence”(P-5). As
the participant said,” Technology has significantly enhanced my

Students' language learning outcomes and autonomy. It provides access to a wealth of

resources, enables self-paced learning, and facilitates communication with peers and
instructors. Students can now take ownership of their learning, explore topics of interest, and
develop skills more independently”(P-6). Technology has had a multifaceted
impact on my students’ language learning outcomes and autonomy
Positive impacts Enhanced engagement and motivation through
interactive activities and multimedia resources Improved access to
authentic materials and real-world contexts. As participant seventh said “
Personalized learning experiences tailored to individual needs and increases opportunities
for autonomous practice and self-directed learning Enhanced feedback and assessment
through digital tools and analytics Developed digital literacy and skills for future academic
and professional pursuits, Negative impacts, Overreliance on technology may lead to
diminished face-to-face communication skills, Distractions and decreased
attention decrease due to excessive screen time, Inequitable access to technology and
internet connectivity for some students, Dependence on technology may hinder critical
thinking and problem-solving skills, Potential for technology to replace human interaction
and emotional intelligence, To maximize the benefits, I strive to strike a balance between
technology integration and traditional teaching methods, ensuring a comprehensive and
engaging language learning experience”(P-7).

31
 Theme 3:-Technology as a helping hand

Technology helps students develop digital literacy, teaching them to

navigate platforms, use productivity tools, collaborate online, and
communicate effectively. Students can better learn teamwork skills in the
classroom and use other students as resources to learn, by sharing their

Work and ideas.As the participant first said,” Technology empowers

students to take control of their language so they can choose resources
that suit their learning styles and preferences and engage in self-directed
practices and study”(p-1). We can encourage our learners' autonomy
through technology-based activities and assignments as I offer a variety
of resources like providing students with access to a wide range of online
resources and having the websites to choose what best suits their
learning needs. Participants first also included that,” we also ask our
students to design assignments that students can complete at their own
pace and then they can submit it through Google classrooms and then we
can also assign the different projects to our students through that and
then we are having also feedback system that is based on evolution
through online resources to facilitate learners ”(p-1). Obviously, like
whenever teachers use technology, they are making lesson plans or they
are developing assessments for assignments, and making a lecture that
involves technology. As Participant Second said,” Like whenever a
teacher is going to the classroom, they must be prepared for the
classroom setting and learning, activities or one or two things that should
be there in which there is the use of technology are the thing like chat
GPT is used which are controlled by technology, So these are the things
like whenever a teacher is going to make a lesson plan or whenever he is
going to deliver a lecture, then he or she must use the technology”(p-2).
Some effective

Ways that technology can facilitate learning in effective

ways which makes our learning easier and make our job easier but it also
helps learners to learn a language quickly for example chat GPT or AI tools
help students create an outline for an essay through AI tool
facilities students and now they can easily write on any topic write an
essay on any topic because they know they have the complete
outline and Grammarly also frequently used in many areas of learning to
correct the English written documents errors. As Participant Third said,”
Students use Grammarly when they are proofreading, so If I talk about
Grammarly Grammarly is also a helping tool Grammarly instead of you
looking for somebody to check your work you can directly give
instructions to the tool and it quickly checks your work within seconds,
then technology can facilitate learners in various ways for your language
learning”(p-3). Internet is suitable or speedy internet are suitable
resuourses in your classroom and if you have gadgets and other
technological tools so it makes learning very easier as compared to a

32
place where internet isn't working and something like this so what
happened when you are when you are learning or when you are using
technology it is needed to have a suitable to have a speedy internet that
makes it easier for students to use tools in the classroom the another
thing is care most of the students do not know how to use different tools
or gadgets so what happened when a class is a crowdy classroom so it
became very difficult for a teacher to instruct every student in the class
and teach them about the particular tool for example if I
say chatgot, grammarly or Google classroom which creates and difficulty
and challenges for language learning just because of the internet and
students majority and also sometimes happened that there are also
somestudents who resist to the use of technology instead they prefer so
what happened here teacher also have to manage it manage this this
hurdle also and carry to all the students at the same time also these were
the questions and the answers. As Participant Forth said, “I encourage
learning through technology-based activities and assignments if we talk
about the self-directed learning modules, I create online modules that
allow students to learn at their own pace and make choices about
content Secondly, personalized learning plans like, students set goals
and objectives and teacher provide resources and support to help them
achieve their goals or might be that objectives. Another one is online
discussion. Students engage in peer-to-peer discussions, share ideas, and
do brainstorming and tech ownership of their learning. Also, we can talk
about collaborative projects. Students work in groups on technology-
based projects promoting teamwork, problem-solving, and decision-
making. By living technologies, I create opportunities for students to
develop agency, critical thinking, or self-directed learning skills, preparing
them for a long time. First, personalized learning, addictive software, and
learning management systems tailor content to individual needs,
and access to resources for learning, Online laboratories, educational
websites, and multimedia material enrich learning experiences and
interactive activities. This is the virtual labs engage students and
promotes hand to hand learning and having the real-time feedback”(p-4)
Technology also mentioned that automatic grading and assessment tools
provide immediate feedback and track progress, flexibility, and
accessibility online and blending learning options accommodate different
learning styles and needs. Data analysis learning, and analysis help
identify knowledge gaps in informed structures. By leveraging these
technologies, educators can create immersive, inclusive, and effective
learning environments. As in last participant's fifth said,” They offer
personalized practices and instant feedback. Yeah, another English test
store for boosting engagement and retention and for instant
feedback.Platforms such as Zoom and Google Classroom flexible learning
environment, allowing the students to make materials and participate in
discussions from anywhere so this accessibility promotes self-directed
learning and helps the students take control of their educational paths. If I
conclude, I will say technology supports more dynamic and individualized
learning experiences, leading to improved language skills and greater
learning independence”(P-5).

33
 Discussion
The findings of this study reveal several key insights into how students perceive and utilize
technology for language learning. The results indicate that technology has had a notable
impact on enhancing certain language skills, with “speaking” being the most positively
affected skill (38% of participants). This suggests that students find digital tools, such as
language learning apps and online platforms, helpful in practicing and improving their
speaking skills, likely due to the opportunities they offer for interaction, pronunciation
practice, and communication with native speakers or AI-powered chatbots. “Reading” skills
follow at 29%, further reflecting the accessibility and variety of online reading materials.
Surprisingly, “writing” skills (11%) have benefited the least, which may point to the lack of
comprehensive tools for writing development or perhaps limited engagement with writing-
focused platforms. “Mobile-assisted language learning offers learners opportunities to
engage in real-time interactions with AI chatbots and native speakers, significantly improving
their speaking skills through practice and immediate feedback.” (Lai & Zheng, 2020).

The fact that 65% of language learners use “smartphones” for language learning emphasizes
how portable and readily available technical tools are, making it possible to learn while on
the go. In the meantime, “online courses” and “language learning apps” (21%) are also
noteworthy, suggesting that a sizeable proportion of students are still drawn to structured
learning resources. The low percentage of “computer” use (13%) may point to a move
toward more mobile learning, which would be consistent with the general trend of rising
smartphone adoption and usage. “Students’ reading comprehension has significantly
improved when using online reading platforms because of the wide range of readable texts
and interactive reading tools available.” Hsu (2020).

56% of students say that technology is “very effective,” reflecting the overwhelming
favorable view that they have of it. This demonstrates a strong conviction that digital
resources and platforms may greatly improve language acquisition. Remarkably, 22% of
respondents perceive technology to be “somewhat effective,” while only 3% say it is “not
effective at all.” This suggests that even while technology is widely used, a tiny portion of
people may find it difficult to use or may prefer more conventional approaches. “Writing
remains a skill that is less impacted by the growing use of digital platforms, possibly because
writing-focused applications lack comprehensive feedback tools and structured guidance.”
Almasri and Said (2021).

These technical developments are not without difficulties, though. Students most frequently
experience “technical issues” (37%) and “lack of training” (20%). These problems imply that
although technology is a useful tool, its full potential won’t be reached until user education
and infrastructural challenges are resolved. Another significant issue is the “resistance to
change” (6%) which indicates that some students may still favor conventional techniques
over technology-driven learning. “Students can now easily and conveniently learn a

34
language in a variety of contexts thanks to smartphones, which has greatly contributed to
the rise in mobile-assisted language learning.” (2020, Burston).

40% of students said they prefer using technology for learning over more conventional
approaches like textbooks and in-person training. A hybrid strategy that incorporates both
technology and conventional resources is still required, as indicated by 31% of respondents
who say their choice varies depending on the circumstance. Remarkably, only 10% of
respondents still adhere to conventional practices, indicating the slow but steady transition
to digital technologies. “The majority of students report considerable increases in their
language acquisition process, demonstrating the effectiveness of gamified and interactive
learning platforms.”Hung (2019).

In order to encourage pupils to use technology, teachers are essential. With 29% of
respondents saying that their professors “often” and 42% of respondents saying that their
teachers “always” promote technology use, it is evident that educators play a crucial role in
facilitating the integration of digital technologies into language learning. The growing
acceptance of technology in educational settings is demonstrated by the fact that only 3% of
teachers “never” encourage its use. “Poor internet connectivity and inadequate training are
still the main obstacles to the successful integration of technology in language
education.”(Pham, 2022).

“Social media” is the most often utilized technology (48%) for language learning outside of
the classroom, indicating that students like using Facebook, YouTube, and Instagram for
informal learning. This might be because social media is participatory and interesting,
allowing for real-time conversation and easy access to a multitude of resources for language
acquisition. In the meantime, more focused and structured learning options are offered by
“learning apps” (33%) and “language exchange” programs (13%), while the use of “virtual
reality” (4%) is still relatively low, presumably as a result of its novelty or accessibility.
“Blended learning models, which accommodate a range of student preferences and
frequently result in higher engagement and outcomes, blend traditional classroom methods
with digital tools.” Cho and Castañeda, 2021).

The frequency of technology use in daily life further supports its central role in language
learning. With 40% of participants using technology “always” and another 30% using it
“frequently”, it is evident that students are deeply embedded in digital environments, which
reinforces their dependence on technology for learning and other aspects of life. “Teachers
play a pivotal role in the successful adoption of technology in the classroom, with those who
encourage its use fostering higher student engagement and learning outcomes.” (López &
Álvarez, 2020).

Regarding student engagement in the classroom, technology has a substantial impact, with
56% of respondents reporting that it affects their engagement “a lot”. This suggests that the
use of interactive tools, multimedia, and digital platforms helps maintain students’ attention
and involvement in language lessons, further proving its effectiveness in the learning

35
process. “Social media platforms, such as Facebook and YouTube, are increasingly used for
informal language learning due to their interactive nature and the variety of content
available for language practice. (Purnama & Irwansyah, 2020).

Finally, the majority of students (75%) regard technology as “very important” to their overall
language learning strategy. This reflects the high reliance on technology for personalized,
flexible, and engaging learning experiences, which are not always achievable through
traditional methods. A small percentage (3%) consider it “not very important”, perhaps
pointing to those who still prefer face-to-face learning or have had negative experiences
with technology in the past. “Interactive learning platforms have a profound impact on
student engagement in language classes, with multimedia and digital tools helping to
maintain attention and involvement throughout lessons.” (Xie & Fang, 2022).

The findings also delves into the transformative role of technology tools in language
learning, emphasizing their impact on both classroom dynamics and learners’ autonomy.
Teachers across various settings have adopted a wide range of digital platforms and tools,
such as Google Classroom, Google Docs, WhatsApp, and language learning labs, to enhance
the teaching and learning experience. These tools have reshaped the traditional classroom
by providing students with immediate access to resources and fostering collaborative
learning environments. In language labs, platforms like Cambridge and BTC are commonly
used for structured learning, while online collaboration tools like Google Docs facilitate peer
feedback and group projects, promoting student interaction. Teachers have also
incorporated social media platforms, virtual whiteboards, and apps like Duolingo and Babbel
to make language learning more interactive and accessible. Through these tools, students
can engage in speaking, reading, and writing activities, with platforms like Zoom and
Microsoft Teams supporting virtual classes and discussions, allowing for seamless
communication between teachers and students.

One of the key advantages highlighted by the participants is the personalization of

learning that technology enables. Digital tools such as online dictionaries, grammar guides,
and AI-based tools like Grammarly and ChatGPT help students learn at their own pace.
Students can choose resources that align with their learning styles and preferences, which
enhances their ability to engage in self-directed learning. This autonomy is further reinforced
by the ability to set personalized goals, track progress, and receive immediate feedback, all
of which are facilitated by technology. For instance, platforms like Google Classroom and
WhatsApp not only allow teachers to distribute materials and assignments but also provide
spaces for peer discussions and interactive feedback.

However, the findings also reveal challenges associated with the use of technology in
language learning. Some teachers pointed out issues like inconsistent internet connectivity
and students’ varying levels of digital literacy, which can impede the effectiveness of
technology. In large classes, it can be difficult for teachers to ensure that every student is
familiar with using the required tools, and some students may resist technology, preferring

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more traditional methods of learning. Additionally, the overreliance on technology may
diminish face-to-face interaction and potentially reduce the development of essential
communication skills. Despite these obstacles, the overall sentiment among participants is
that technology has positively impacted language learning by providing flexible, dynamic,
and individualized learning experiences. The ability to access a wealth of digital resources,
engage in interactive activities, and receive instant feedback has empowered students to
take more control over their learning, thus enhancing their autonomy and motivation.
Ultimately, the findings suggest that while it is essential to strike a balance between
technology use and traditional teaching methods, the integration of digital tools has led to
improved learning outcomes and greater independence in language acquisition.

These findings indicate that while technology plays a critical role in language
learning, particularly in enhancing speaking and reading skills, challenges such as technical
issues and lack of training must be addressed to maximize its potential. Additionally, a hybrid
approach that combines both technological and traditional methods may cater to the
varying preferences of students. Teachers’ support and the frequent use of technology both
inside and outside the classroom are crucial for the successful integration of digital tools in
language education.

Chapter 5
Conclusion
The way that children learn and use language has changed dramatically as a result of the
integration of technology. It has increased accessibility, engagement, and flexibility of
learning by opening up education to a larger audience. With the help of apps like
Grammarly, Zoom, and Google Classroom, teachers can now design more flexible learning
environments where students can access resources at any time and from any location, giving
them greater control over their education. Students can now customize their learning
experiences to fit their own preferences, style, and pace thanks to the personalized learning
solutions made possible by these technologies.

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Additionally, technology has helped students strengthen their language skills by providing
them with interactive platforms such as forums, comment sections, and real-time activities
that help them improve their speaking, writing, and reading skills.

These digital resources assist students in using their language abilities in authentic contexts
in addition to providing practice and feedback. Technology gives students the freedom to be
more responsible for their education by empowering them to set goals and interact with
stuff they find interesting. Critical abilities like flexibility, computer literacy, and problem-
solving have all benefited from the advancement of technology. It equips pupils for a
digitally native world where creativity and teamwork are essential. Technology also teaches
kids digital citizenship and ethical behavior, which helps them navigate the internet world
ethically while safeguarding their personal information and communicating with others in a
secure manner.

Technology adoption in language learning is not without difficulties, though. It is necessary

to address problems including unequal access to technology, differences in digital abilities,
and the possibility of distraction. Teachers must strike a balance between integrating
technology and preserving face-to-face instruction so that students continue to acquire
critical analytical and interpersonal skills. In summary, technology has transformed language
learning by making it more participatory and accessible, but it still needs to be carefully
incorporated into the educational process. Through utilizing technology’s advantages while
minimizing its disadvantages, educational institutions can equip students for a world that is
changing quickly. By using a hybrid approach, educators may make sure that students
acquire the digital skills and interpersonal communication necessary for success in the
twenty-first century.

Recommendations

To enhance technology’s impact on language learning, several key areas require attention.
Educators need comprehensive training on digital tools and pedagogical integration.
Thisincludes workshops and modules on digital literacy and instructional design.
Writingplatforms need improvement, prioritizing detailed feedback, peer collaboration, and
Al-driven tools for real-time feedback and grammar correction.

Institutions must address technical challenges by invsting in infrastructure and promoting

digital literacy through workshops and support services. A balanced approach combining
technology with traditional methods is crucial, leveraging strengths in communication
andcritical thinking skills. Future research should explore adaptive learning technologies,
gamification, and personalized learning paths to boost student autonomy and engagement.

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Emerging technologies like virtual reality (VR) and augmented reality (AR) deserve
investigation for their potential to create immersive language learning experiences.
Responsible digital citizenship education is vital, covering data privacy, cyber security, and
ethical online behaviour. Institutions should implement programs guiding ethical digital tool
use.

Longitudinal studies on technology’s impact will provide valuable insights into language
acquisition, skill development, and student performance over time. By addressing these
areas, technology’s effectiveness in language learning can be significantly
enhanced,fostering more inclusive, personalized, and effective educational experiences for
futurelearners.

Implications

The positive impacts experienced are extended lifespans, increased productivity, better
access to information, and time-saving. The negative impacts include low communication
between people, less personal time, and the spread of misinformation. Technology also has
positive and negative environmental effects. Teenagers of current generation are immersed
in cyber culture and are technological connected. For many years now, teachers have been
trying to impose mobile, laptops, projectors, and many technological devices in the
classroom that they might help students in learning. However recently it has been seen that
teachers are using more technology during lectures, assignments, presentations, etc because
it saves time and as a result, both teachers and students quickly get the result of learning.
Due to technology education has a new way of learning. Students may use technology
respond to the instructor’s questions through mobile phones, informal grouping through
Zoom meetings, and sharing common thoughts through WhatsApp, Facebook, and Twitter.
Technology make learning easier within the classroom and out of class room and the most
common use of technology is collaborative learning at any where and ability to access the
classroom leaning and class resources at anywhere. It extends the classroom and its
activities beyond the border of its walls and enables the students to make the world a
learning place. One of the most important usage of technology as educational support is
speared learning environment to each which includes lectures, classroom activities, and
many more. The use of technology in the educational field for assessment must be used to
adapt fasted learning assessment to reducethe challenges in educational system
assessment. Techeahes using assessment for test sooure and grades to reduce biasness.
Technologyis the vast field it has advantages as well as disadvantages but the use technology
for educational purpose and in its filed never got disadvantaged because it increases the
knowledge and make learning environment easier for students at any where.

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Limitations:
This study recognizes several limitations that might affect its findings & generalizability. One
major technical issue is the digital divide. This refers to different levels of access to
technology among participants, which could impact results. Also, there are technical
problems like poor internet speed and connectivity issues. These can reduce the
effectiveness of language learning platforms. Additionally, these platforms might have
limited functions, restricting the variety of language skills that can be learned. Furthermore
The sample is taken from just one university, specifically Begum Nusrat Bhutto Women
University Sukkur. This may not accurately represent the wider population. There were only
five teachers interviewed, so this small sample size raises questions about how well the
insights cover the larger picture. Furthermore, relying on self-reported data can lead to bias
since students’ views may not truly show how technology is used.

There are also pedagogical limitations in this study. The main focus was on developing
speaking skills, which overlooks other important language skills like writing. The absence of
good tools for writing development is a significant shortcoming. By emphasizing speaking
too much, the study might miss giving a full view of language learning.

Institutional limitations have been noted as well. Constraints like limited funding & lack of
infrastructure or support may restrict how technology is adopted in this area. Administrative
issues could also pose barriers, making it harder to integrate technology into language
learning.

At last, this study also faces broader societal limitations. Fast changes in technology can
quickly make research findings outdated. Additionally, cultural & linguistic biases might be
reinforced through technology use. Overrelying on tech could also weaken critical thinking
skills.

Future Research

Future research on the impact of technology in language learning should explore several key
areas to deepen understanding and enhance effectiveness. One important direction is the
investigation of emerging technologies, particularly artificial intelligence (AI) and machine
learning (ML), which are increasingly integrated into language learning platforms. The
effectiveness of AI-powered tools like chatbots and personalized learning systems needs
thorough evaluation, especially in terms of their long-term impact on language acquisition
and learner engagement. Additionally, studies should focus on the role of mobile-assisted
language learning (MALL) and the efficacy of various apps in fostering language skills across
diverse learner demographics. Research could also examine how social media platforms and
online communities facilitate collaborative learning and cultural exchange, enhancing

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learners’ motivation and contextual understanding of the language. Furthermore, the
accessibility and inclusivity of technology in language learning remain critical, as future
studies should assess how these tools can support learners with varying abilities and
backgrounds, particularly in underserved communities. Exploring the potential of virtual
reality (VR) and augmented reality (AR) in immersive language learning experiences presents
another promising avenue, as these technologies can simulate real-life contexts for learners,
thereby improving conversational skills and cultural fluency. Lastly, longitudinal studies
examining the retention and practical application of language skills acquired through
technological means would provide valuable insights into the effectiveness of these methods
over time. Overall, a multifaceted approach that incorporates diverse technologies, learner
populations, and educational contexts will be essential in shaping the future landscape of
language learning through technology

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