The Role of Technology in English Language Learning in the Digital Era
Downloads
The rapid advancement of technology has significantly transformed English language learning in the digital era. Traditional classroom-based learning has shifted towards technology-enhanced instruction, incorporating digital tools, mobile applications, artificial intelligence, and online learning platforms. This transformation presents new opportunities and challenges in language acquisition, necessitating an in-depth exploration of technology's role in facilitating English language learning. This study aims to analyze the impact of digital technologies on English language learning, focusing on their effectiveness in improving learners' linguistic competencies, engagement, and motivation. A qualitative research method was employed, involving a systematic literature review and thematic analysis of recent studies on technology-assisted language learning. Data were collected from peer-reviewed journal articles, conference proceedings, and educational reports to examine current trends, benefits, and limitations of digital tools in language education. The findings reveal that technology plays a crucial role in enhancing language skills, particularly in listening, speaking, reading, and writing. Digital platforms foster interactive learning, personalized instruction, and autonomous learning experiences. However, challenges such as digital literacy gaps, accessibility issues, and the need for teacher training remain significant barriers to effective technology integration. This study concludes that while technology offers substantial benefits for English language learning, its optimal use requires strategic implementation, teacher readiness, and institutional support. Further research is needed to explore emerging technologies and their long-term impact on language acquisition.
Adawi, S. A., Shukaili, D. A., & Siyabi, M. A. (2025). Unlocking the Potential: How Can Peer Assessment Foster Reliability in HE Students’ Evaluation? International Journal of Assessment and Evaluation, 32(1), 1–24. https://doi.org/10.18848/2327-7920/CGP/v32i01/1-24
Banafi, N. (2025). Status of the English language program considering Saudi Vision 2030: from students’ perspectives. Asian-Pacific Journal of Second and Foreign Language Education, 10(1). https://doi.org/10.1186/s40862-024-00311-y
Borisova, A. S., Aleksandrova, O. I., Moskvitcheva, S. A., & Soomro, M. A. (2025). Who worries more Chinese or Russian university students? Measuring the correlations between socio-biographical variables and anxiety related to learning a foreign language. Asian-Pacific Journal of Second and Foreign Language Education, 10(1). https://doi.org/10.1186/s40862-024-00309-6
Charoenpornsook, V., & Thumvichit, A. (2025). Unveiling engineering students’ challenges and coping strategies in English-medium instruction: a Q methodology study. Asian-Pacific Journal of Second and Foreign Language Education, 10(1). https://doi.org/10.1186/s40862-024-00307-8
Chung-Fat-Yim, A., Hayakawa, S., & Marian, V. (2025). Language experience influences performance on the NIH Toolbox Cognition Battery: A cluster analysis. Humanities and Social Sciences Communications, 12(1). https://doi.org/10.1057/s41599-025-04360-7
Fathi Najafi, T., Andaroon, N., Bolghanabadi, N., Sharifi, N., & Dashti, S. (2025). Gamification in midwifery education: a systematic review. BMC Medical Education, 25(1). https://doi.org/10.1186/s12909-025-06880-x
Gardner-Neblett, N., Ramos, A., & De Marco, A. (2025). When Ebony and Malik share stories in school: White teachers’ perceptions of children’s use of African American English during oral storytelling. Early Childhood Research Quarterly, 72, 143–155. https://doi.org/10.1016/j.ecresq.2025.02.006
Ghani, M. M., Osman, M. N., Mustafa, W. A., Lah, N. H. C., Bakhtiar, D. L. S., & Mazlan, M. (2025). Unveiling the Communication Dynamics: A Comprehensive Review of Mobile Health Applications. Journal of Advanced Research in Applied Sciences and Engineering Technology, 48(2), 168–182. https://doi.org/10.37934/araset.48.2.168182
Hidalgo-Avilés, H., Hernández-Ángeles, T., & Espinosa-Butrón, N. A. (2025). Analysis of Factors Affecting English Language Learning: Students’ Perceptions About Their Learning and Teaching English Process at a Mexican University. International Journal of Literacies, 32(1), 75–91. https://doi.org/10.18848/2327-0136/CGP/v32i01/75-91
Khasawneh, M. A. S., Aladini, A., Assi, S. A., & Ajanil, B. (2025). Portfolio assessment in AI-enhanced learning environments: a pathway to emotion regulation, mindfulness, and language learning attitudes. Language Testing in Asia, 15(1). https://doi.org/10.1186/s40468-025-00345-0
Martinaj, F. (2025). The Dichotomy Between Oral and Written Assessment Methods from the Perspective of Students Requiring a Second Language for Their Specific Area of Study. International Journal of Assessment and Evaluation, 32(1), 25–47. https://doi.org/10.18848/2327-7920/CGP/v32i01/25-47
Mohammed, S. J., & Khalid, M. W. (2025). Under the world of AI-generated feedback on writing: mirroring motivation, foreign language peace of mind, trait emotional intelligence, and writing development. Language Testing in Asia, 15(1). https://doi.org/10.1186/s40468-025-00343-2
Moradi, H. (2025). The role of language teachers’ perceptions and attitudes in ICT integration in higher education EFL classes in China. Humanities and Social Sciences Communications, 12(1). https://doi.org/10.1057/s41599-025-04524-5
Nadif, B. (2025). Unveiling the relationships between language learning strategies and academic achievement among Moroccan EFL university students. Journal of Interdisciplinary Studies in Education, 14(1), 20–37. https://doi.org/10.32674/4b63m946
Patwary, M. N., & Sajib, M. N. F. (2025). Exploring Tertiary Students’ Perceptions of Using Smartphones to Enhance EFL Writing: Pedagogical Implications. International Journal of Technology, Knowledge and Society, 21(2), 51–72. https://doi.org/10.18848/1832-3669/CGP/v21i02/51-72
Radhika, S., Prasanth, A., & Sowndarya, K. K. D. (2025). A Reliable speech emotion recognition framework for multi-regional languages using optimized light gradient boosting machine classifier. Biomedical Signal Processing and Control, 105. https://doi.org/10.1016/j.bspc.2025.107636
Rodriguez, H. C., Rust, B. D., Roche, M. W., & Gupta, A. (2025). Artificial intelligence and machine learning in knee arthroplasty. Knee, 54, 28–49. https://doi.org/10.1016/j.knee.2025.02.014
Santos, C. S., & Amorim-Lopes, M. (2025). Externally validated and clinically useful machine learning algorithms to support patient-related decision-making in oncology: a scoping review. BMC Medical Research Methodology, 25(1). https://doi.org/10.1186/s12874-025-02463-y
Stammers, M., Ramgopal, B., Owusu Nimako, A., Vyas, A., Nouraei, R., Metcalf, C., Batchelor, J., Shepherd, J., & Gwiggner, M. (2025). A foundation systematic review of natural language processing applied to gastroenterology & hepatology. BMC Gastroenterology, 25(1). https://doi.org/10.1186/s12876-025-03608-5
Stephens, T. N., & Somerville, S. (2025). Perceived faculty development needs and motivations of Chinese general practice trainers: a narrative review of the literature. BMC Medical Education, 25(1). https://doi.org/10.1186/s12909-025-06650-9
Wakuma, O. K. (2025). An investigation into anxiety levels and english learning outcomes of high school students with a particular focus on grade nine. Discover Education, 4(1). https://doi.org/10.1007/s44217-025-00436-3
YarAhmadi, M., & Kargar Behbahani, H. (2025). The effect of interventionist dynamic assessment on Iranian EFL learners’ vocabulary learning and retention: a sociocultural inquiry. Language Testing in Asia, 15(1). https://doi.org/10.1186/s40468-024-00337-6
Zielonka, M., Czy?ewski, A., Szplit, D., Graff, B., Szyndler, A., Budzisz, M., & Narkiewicz, K. (2025). Machine learning tools match physician accuracy in multilingual text annotation. Scientific Reports, 15(1). https://doi.org/10.1038/s41598-025-89754-y
Zolfaghari, Z., Karimian, Z., Zarifsanaiey, N., & Farahmandi, A. Y. (2025). A scoping review of gamified applications in English language teaching: a comparative discussion with medical education. BMC Medical Education, 25(1). https://doi.org/10.1186/s12909-025-06822-7
Copyright (c) 2025 Hasbiyah Srianah Amir, Utary Rustam

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.