Journal of Technology Assisted Language Education
Volume:1 Issue: 2, Oct 2023

In today’s era of globalization with advancements in technology, where communication transcends spatial and temporal boundaries, pragmatic competence plays a key role. The ability to use language in socially, culturally, and contextually appropriate ways is highly important as pragmatic failures can lead to miscommunications, cultural stereotyping, and unintended consequences in high stake situations. Consequently, research in studying the nature of pragmatic competence and its development, in addition to educational endeavors in teaching pragmatic in formal and informal instructional settings play an important role in second language learning and teaching. The interactional limitations in traditional face-to-face classrooms have brought researchers and educators to recognize that technology can provide environments exposing language learners to a larger variety of contexts to test and develop their L2 pragmatic competence. Technology-informed approaches to L2 pragmatic development have prompted great interest by both researchers and practitioners alike. The research on L2 pragmatic instruction and development using CALL demonstrates that technological innovation can facilitate research and teaching by providing more control in data collection and offering access to multiple forms of input and interaction while overcoming many barriers to L2 pragmatic instruction in traditional settings. In this review paper, we explore the intersectionality that exists between L2 pragmatic development, instruction, and research (interlanguage pragmatics) and a variety of technologies, innovations and resources that have emerged and have the potential to facilitate pragmatic development of learners. Following that, we provide some suggestions for future research where technology could be used to aid the development of pragmatic competence.

Covid-19 significantly threatened the global education system and caused school and university authorities to seek an alternative for continuing education during the pandemic. This study investigated the perceptions of English university students to online language education and the factors causing these learners to take positive or negative attitudes toward online instruction in Kurdistan Region (KR) of Iraq. To these goals, a questionnaire was distributed among 120 university EFL learners to probe their attitudes toward online learning. A series of semi-structured interviews were performed to investigate factors shaping participants’ perceptions about English online teaching. Results showed that Kurdistan university EFL students took negative attitudes to online classes, as they believed that online education could not enhance their English language performance. Factors such as low level of engagement, teacher bias, technical problems, and teacher or/and student lack of digital literacy propelled learners to have negative attitudes toward English online instruction in KR. Contrastively, participants found online education pleasant since it saved time, help them join classes anywhere, and encouraged them to meet their missing friends during pandemic. This investigation provides some pedagogical implications for improving the quality of online teaching in EFL contexts.

This review article explores the transformative role of technology in English language teaching (ELT) by reviewing the relevant previously published literature over the past two decades. It provides an in-depth analysis of the impact of technology on various aspects of ELT, including language learning, teaching methodologies, assessment practices, learner autonomy, and teacher professional development. The article synthesizes current research and highlights the potential benefits and challenges associated with integrating technology into the language learning environment. The findings of the study revealed that technology-assisted language learning methods have a positive impact on language learning outcomes. Computer-assisted language learning (CALL) has been shown to enhance language acquisition, particularly in areas such as vocabulary acquisition and grammar proficiency. Mobile-assisted language learning (MALL) has been found to improve learner autonomy and engagement, due to its accessibility. Gamification has been shown to increase learner motivation and engagement by providing an interactive and enjoyable learning experience. Virtual reality offers immersive and authentic language learning experiences, enhancing learners’ speaking and listening skills. Lastly, artificial intelligence has shown promise in providing personalized and adaptive language learning experiences, with chatbots being effective tools for language practice and feedback. Chatbots differentiate themselves from existing tools by leveraging AI technology, providing human-like interaction, offering accessibility, delivering personalized feedback, and being user-friendly, used by teachers and students to improve language skills. By incorporating these technological approaches into their teaching practice, English language teachers can create dynamic and interactive learning environments, promote learner autonomy, and enhance language acquisition outcomes.

Speaking skills in a foreign language, mainly English, pose challenges for learners. The online flipped classroom is a popular method for improving speaking skills in a foreign language like English. It combines online learning materials with face-to-face interactions to create an interactive learning experience. This approach involves students accessing online materials before class and using class time for interactive activities. A systematic literature review explored the effectiveness of this method in enhancing speaking proficiency. After a thorough screening process, the researchers searched databases such as Eric, Taylor & Francis, Full Text Education, and Web of Science. They focused on articles published between 2021 and 2023 in English, investigating the benefits of the online flipped classroom approach in English Language Teaching. The review analyzed research methods, education levels, countries of publication, language skills studied, advantages, challenges, and results of the flipped classroom approach. The comprehensive review highlights valuable insights on the trends and effectiveness of the online flipped classroom approach in enhancing speaking abilities in ELT. The screening process involved removing duplicates, evaluating titles and abstracts, and conducting thorough article reviews. Data analysis utilized content analysis techniques for the relevant information. Future research should investigate its use in K12 classrooms, and its impact on other language skills, conduct qualitative studies, and assess the long-term influence on proficiency and academic achievement. Policymakers and stakeholders in ELT should consider the global perspective provided by the review, emphasizing contextual factors and diverse language learning environments when implementing the online flipped classroom approach.

The present study attempted to investigate novice and experienced EFL teachers’ perceptions of the inhibitors to the implementation of task-based language teaching using the online tool of Shad in Iran. Forty male and female English teachers (20 Novice and 20 Experienced) teaching at Language institutes in Kermanshah, Iran, participated in this study. They were conveniently sampled. A mixed-method design, benefiting from a TBLT questionnaire along with interview sessions, was used to investigate the teachers’ attitudes towards the Shad platform in online classes regarding the implementation of task-based language teaching in online classes. Descriptive statistics were used to analyze the questionnaire to probe novice and experienced EFL teachers’ perceptions of the inhibitors to the implementation of task-based language teaching in these classes. Moreover, interview questions were also answered by the participants to obtain more insights into the Shad platform in online classes. The responses were analyzed qualitatively for the premier goal of this study. The findings indicated that participants generally had positive viewpoints regarding the use of computers which they believed to be of help to work more effectively with their students. They also had higher learning goals. EFL teachers and students had positive attitudes towards SHAD program as they believe that SHAD online education system constitutes a more relaxed and stress-free atmosphere. Hopefully, the findings would assist educational teachers, administrators, and academicians to better understand the inhibitors to the implementation of task-based language teaching in online Shad classes.

This study was designed to determine the effect of digital literacy-based instruction on Iranian EFL learners’ self-confidence. To achieve this aim, a number of 56 participants in two intact classes of a high school in Shiraz were selected as the experimental and control groups. The experimental class received treatment whereas the control class followed the conventional instruction. Students were pre-tested and post-tested on their self-confidence through the Academic Behavioral Confidence Scale. The results revealed that students who enjoyed treatment in the form of digital literacy-based instruction, received significantly higher scores on self-confidence post-test than did the students in the control group. The results of the current study suggest that using digital literacy-based instruction leads to higher scores in self-confidence of Iranian EFL learners. Based on the results, the students in the experimental group outperformed their counterparts in the control group with regard to their level of self-confidence. The findings of the study indicated that a more planned use of digital literacy-based instruction and nurturing digital literacy can reinforce learners’ level of self-confidence.