Jul 2026· Asian-Pacific Journal of Second and Foreign Language Education· Vol 11· 0 citations· 46 references
TL;DR
Pedagogical implications for ELT practitioners on how to move beyond functional uses of technology toward more transformative educational experiences are outlined by outlining pedagogical implications for ELT practitioners on how to move beyond functional uses of technology toward more transformative educational experiences.
Abstract
The integration of digital technology into English Language Teaching (ELT) has become standard practice. However, research often emphasizes the instrumental benefits of technology for skill acquisition, while neglecting how technology supports critical engagement with the world. This study addresses this gap by exploring the implementation of a critical digital pedagogy in a university academic writing course. Using a qualitative case study design, this research investigates how learners experience this approach and how they use multimodal digital creation to express their identities. Data were collected over one academic semester from fourteen students through semi-structured interviews, analysis of student-produced digital artifacts, and a reflective journal. Thematic analysis of the data revealed five primary findings: (1) a shift in student roles from passive recipients to active authors; (2) the development of critical practices for evaluating the validity of digital information; (3) the expression of personal and cultural identities through multimodal composition; (4) an awareness of the emotional exposure associated with public dissemination; and (5) the presence of resistance and technical distraction that at times hindered linguistic development. The results suggest that critical digital pedagogy encourages agency and provides a valuable space for identity work in a second language, though it requires intentional support to address technical challenges. This paper concludes by outlining pedagogical implications for ELT practitioners on how to move beyond functional uses of technology toward more transformative educational experiences.
How innovation discourse in classrooms is simultaneously emancipatory and constraining is revealed, offering practitioners, policymakers, and educational technologists a nuanced understanding of the sociolinguistic dynamics underpinning twenty-first-century learning.
I. Nkopuruk· WORLD JOURNAL OF INNOVATION...· 0 citations
The findings indicate that the incorporation of digital culture and computational thinking creates new demands for teacher education, requiring educators to develop broader competencies for the critical, ethical, and pedagogical use of digital technologies.
Lídia dos Santos Alves, Dayanne Leite Souza Belfort, Vinícius Kennedy Carlos Santana et al.· Revista de Estudos Interdisc...· 0 citations
This study aims at exploring a change in English as a Lingua Franca (ELF) education by means of transforming traditional teacher-centered methods into a more engaging and agentic approach utilizing the Linguistic Landscape (LL), defined as visible displays of language components in a context. This new framework can be viewed as a driver on the way to fostering learner agency and the 4Cs of skills. The study highlights the LL as a key tool for developing learner agency and important 21st-century skills in a university setting. It closely examines a 14-week project where 98 ELF preparatory students from two state universities in Türkiye acted as language detectives, investigating their semiotic environments. The study integrated collaboration, communication, and creativity through group fieldwork, LL content creation, and presentations. Designed as exploratory qualitative research, the data were gathered using an online survey, reflection journals, and informal interviews. The findings show positive results from this project in terms of students` points of view related to LL. Given that, the students started to recognize LL around them as valuable tools for effective learning instead of seeing these language manifestations as meaningless letters. The results also revealed that ELF learners became active participants in their own learning environments rather than being just passive receivers of information when they engaged with LL-based materials. Moreover, data explored that the intervention systematically promoted the 4Cs of 21st-century skills: critical thinking was encouraged as students deconstructed the functions and grammatical correctness of English across various contexts (e.g., commercial clothing vs. practical menus) and conveyed nuanced perspectives on its sociocultural impact as well as they were collaborating and communicating with their peers. These findings point to the fact that LL-based pedagogy should be considered a crucial component of a contemporary ELF curriculum, designed to empower students as active, critical, and collaborative communicators in the complex language environments surrounding them.
Betül Güleryüz Adamhasan, E. Yatağanbaba· Sakarya University Journal o...· 0 citations
The current research gives a subtle, situational explanation of the obstacles and facilitators linked to collaborative learning tool adoption in developing higher education institutions of the countries.
Kashif Ali Sabiri, Dr. Adnan Mohammad Bataineh, M. A. Za'abi et al.· Journal of Learning and Deve...· 0 citations
The study concludes that linking the tradition of education of the will with discussions on digital technologies may broaden the understanding of the cognitive and anthropological conditions required for learning and contribute to a more critical integration of ICT in school contexts.
It is concluded that successful ICT integration depends on teachers' ability to continuously learn, adapt, reflect, and make pedagogical decisions appropriate to the learning context.
Robiatul Adawiyah, Durratul Hikmah· RIGGS: Journal of Artificial...· 0 citations
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