How to Cite
Abstract
This article investigates the impact of technology integration on the teaching and learning of English as a second language (ESL) at the university level. Drawing on four years of classroom experience and a broad body of applied linguistics and educational technology research, the study examines how digital tools — including learning management systems, mobile applications, artificial intelligence-powered platforms, multimedia resources, and social media — reshape the conditions for language acquisition and transform both teacher and learner roles. The article presents a theoretically grounded analysis of technology's influence across the four core language skills — listening, speaking, reading, and writing — and offers practical, classroom-tested examples of effective technology use. While acknowledging the persistent challenges of unequal access, digital literacy demands, and the risk of superficial technology adoption, the study concludes that purposeful, pedagogically informed integration of technology significantly enhances motivation, engagement, learner autonomy, and measurable language achievement in ESL contexts.
References
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