Pedagogical Approaches Integrated with Technologies in Foreign Language Education Pre- and Post-COVID-19

Abstract

This qualitative research aims to delve into the impact of these disruptions, such as COVID-19 and advances in Artificial Intelligence, on foreign language teaching and learning, with a specific focus on English. The methodology involved analysing 5,000 research articles published pre- and post-COVID-19 from 2015 to 2024, including 132 empirical and case studies and 20 review papers. The key findings were: 1) Information and communication have significantly contributed to changes in English education through applications of popular digital tools such as Web 2.0, interactive whiteboards, mobile devices, virtual reality, digital games, social media, and generative AI. These tools support the acquisition of English skills; 2) There have been shifts in the relationship between teachers, pedagogy, and learners due to technological interventions in both formal and informal settings; 3) The COVID-19 pandemic transformed the research on the EFL landscape and led to the emergent remote teaching, with profound implications for technology-integrated teaching and learning strategies. The conclusions drawn were that digital tools play an integral role in English language pedagogy, and their use has reshaped the relationships between teachers and learners. The pandemic accelerated this digital transformation and remote teaching is likely to be an important part of English language education going forward.