Work

Unearthing the potentials and challenges of technology-assisted language learning (TALL) in L2 contexts: Chinese EFL teachers’ voices disclosed

Year: 2025

Type: article

Abstract: Several studies have been done on technology-assisted language learning (TALL) in English as a foreign language (EFL) context. However, there is a dearth of evidence on the potentials and challenges of TALL in China, as a large community of English users. To address the gap, this qualitative study explored the perceptions of 36 Chinese EFL teachers using a semi-structured interview. The results of thematic analysis showed a range of potentials and challenges for TALL from the perspective of EFL teachers. Particularly, it was found that TALL is beneficial for ‘personalized L2 learning’, ‘immediate feedback provision’, ‘enriching learning content and materials’, ‘enhancing learning efficacy’, ‘adding spirit and joy to L2 learning’, and ‘fostering autonomous learning’. Regarding the challenges, the findings indicated that TALL requires ‘technological literacy’, ‘teacher training’, ‘teacher role shift’, ‘technical and financial support’, and ‘privacy and security considerations’. The findings are discussed and practical implications are offered to EFL teachers, educational policymakers, and administrators to facilitate the use of TALL in language education by addressing the challenges and augmenting the potentials.

Source: Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras

DOI: 10.30827/portalin.vixiii.32578

Authors: Yanmei Geng, Michael P. Hodges

Institutions: Tianjin University, Vanderbilt University

Language: English

Topic: English Language Learning and Teaching

Subfield: Information Systems

Field: Computer Science

Domain: Physical Sciences

SDG: Quality education

Open Access status: diamond

Funder: Tianjin University