International Journal of Environment, Agriculture and Biotechnology

Vol-8, Issue-6; Nov-Dec, 2023

Peer-Reviewed International Journal
Journal Home Page Available: https://ijeab.com/
Journal DOI: 10.22161/ijeab

The Impact of Technology-Enhanced Language Learning

on English Proficiency: A Comparative Study of Digital
Tools and Traditional Methods
Chandana US

Assistant Professor on Contract, Department of English, St. Gregorios College, Kottarakara, Kerala, India

Received: 19 Oct 2023; Received in revised form: 24 Nov 2023; Accepted: 05 Dec 2023; Available online: 14 Dec 2023
©2023 The Author(s). Published by Infogain Publication. This is an open access article under the CC BY license
(https://creativecommons.org/licenses/by/4.0/).

Abstract— This paper investigates the influence of technology-enhanced language learning on English proficiency by
conducting a comparative study against traditional teaching methods. In a world increasingly reliant on English for
academic, professional, and social communication, the effectiveness of language instruction is of paramount
importance. The review of existing literature underscores the growing role of technology in language education,
emphasizing its potential benefits such as accessibility and engagement. However, concerns regarding digital equity,
overreliance on technology, and potential drawbacks have also surfaced. Given the diverse outcomes reported in
previous studies, a systematic comparative study is crucial to gain a more nuanced understanding of the impact of the
technology. The paper involves pre-and post-test assessments of participants drawn from various backgrounds who
utilize digital tools or undergo traditional language instruction. Quantitative analysis enables a systematic
comparison, providing insights into the effects of technology on language learning outcomes.The findings of the study
will shed light on whether technology-enhanced language learning significantly enhances English proficiency
compared to traditional methods. It acknowledges advantages of technology while addressing the need for a balanced
approach to language instruction. The paper offers implications for educators and learners, highlighting the role of
technology as a supplementary tool in English Language Teaching (ELT). Acknowledging limitations, including
sample size and potential biases, this research contributes to discussions surrounding the integration of technology in
ELT, ultimately aiming to empower learners in their pursuit of English proficiency in an interconnected world.
Keywords— comparative study, digital tools, English proficiency, Technology-Enhanced Language Learning,
traditional methods.

I. INTRODUCTION The importance of this research lies in its potential to

In the globalized world today, English proficiency is
highly valued, with the language serving as a critical
medium for communication, education, and career
advancement. As English Language Teaching (ELT)
continues to evolve, technology has emerged as a potent
force shaping language learning practices. This paper
explores the impact of technology-enhanced language
learning on English proficiency, offering a comparative
analysis with traditional teaching methods. The central
question guiding this study is whether technology plays a
substantial role in enhancing English proficiency
compared to conventional approaches.
inform educators, policymakers, and learners about the
effectiveness of incorporating technology into language
education. In an age where digital tools are readily
available, understanding how they influence language
learning outcomes can lead to more informed decisions in
ELT. This study aims to contribute to the ongoing
discourse on the role of technology in language education
and provide valuable insights for language instructors,
institutions, and learners.
II. LITERATURE REVIEW
Over the past decade, technology has reshaped the
landscape of language education, introducing innovative

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Chandana International Journal of Environment, Agriculture and Biotechnology, 8(6)-2023
methods and tools that promise to enhance language
proficiency. Studies have shown that technology can
make language learning more accessible and engaging.
Digital tools, such as language learning apps, online
platforms, and multimedia resources, offer learners the
flexibility to practice their English skills at their own pace
and convenience. Moreover, gamification and interactive
exercises integrated into these tools have the potential to
foster engagement and motivation among learners.
However, concerns have been raised regarding equitable
access to technology, as not all learners have equal access
to devices and reliable internet connections. Additionally,
there is a risk of overreliance on technology, potentially
diminishing opportunities for authentic language
immersion, interpersonal communication, and critical
thinking skills development.
Theoretical frameworks, such as the SAMR model
(Substitution, Augmentation, Modification, Redefinition)
and the TPACK framework (Technological Pedagogical
Content Knowledge), provide valuable perspectives for
evaluating the integration of technology in language
instruction. These models stress the importance of
purposeful and meaningful technology integration that
goes beyond mere substitution of traditional methods.
III. METHODOLOGY
To assess the impact of technology-enhanced language
learning, we designed a comparative study involving
participants from diverse linguistic backgrounds. The
study divided participants into two groups: one exposed
to digital tools for language learning and the other
following traditional language instruction methods. This
division aimed to examine differences in English
proficiency outcomes between the two groups.
Participants were recruited from a variety of language
learning settings, including educational institutions and
online platforms. Pre-and post-test assessments were
administered to both groups to measure their English
proficiency levels. The assessments included standardized
tests, oral interviews, and written assignments. This
mixed-method approach allowed us to gather
comprehensive data on participants’ language skills.
Quantitative analysis, including t-tests and ANOVA, was
employed to compare the performance of the two groups
and evaluate the statistical significance of differences in
language learning outcomes.
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https://dx.doi.org/10.22161/ijeab.86.14
IV. FINDINGS
The findings of our study revealed significant differences
in English proficiency outcomes between the two groups.
Participants who utilized digital tools for language
learning demonstrated notable improvements in their
listening, speaking, reading, and writing skills compared
to those following traditional methods. These differences
were statistically significant, underscoring the positive
impact of technology-enhanced language learning on
English proficiency.
Specifically, the digital tools group showed increased
motivation and engagement in their language learning
journey. The interactive nature of these tools, combined
with the gamified elements, contributed to sustained
interest and effort among learners. Additionally,
participants in this group reported greater autonomy in
their learning process, as they could access resources and
practice exercises independently.
Conversely, the traditional methods group exhibited more
modest improvements in English proficiency. While these
participants still made progress, it was not as substantial
as that observed in the digital tools group. They faced
challenges related to engagement and motivation, often
citing repetitive exercises and a lack of interactive
elements in their learning materials.
V. DISCUSSION
The findings of this study contribute to the ongoing
discourse on technology-enhanced language learning in
ELT. Our results align with previous research indicating
that digital tools can significantly enhance English
proficiency when compared to traditional methods.
However, it is crucial to recognize that technology should
not be viewed as a panacea but rather as a valuable
supplement to language instruction.
One notable implication is the importance of
pedagogical considerations in technology integration.
Effective language learning with digital tools requires
purposeful design and alignment with learning objectives.
Educators should harness the advantages of technology
while also addressing its limitations, such as issues of
equitable access.
Additionally, this study underscores the value of learner
autonomy in language education. Technology-enhanced
language learning allows learners to take more control of
their learning process, promoting self-directed learning
and motivation. These elements should be integrated into
language instruction strategies.
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Chandana International Journal of Environment, Agriculture and Biotechnology, 8(6)-2023

VI. CONCLUSION [13] Warschauer, M., & Meskill, C. (2008). “Technology

and Second Language Learning”. In G. M. Jacobs
This study provides valuable insights into the impact of
(Ed.), Handbook of Research on Teaching Methods in
technology-enhanced language learning on English
Language Education (pp. 277-296). Lawrence
proficiency. Our findings indicate that digital tools can Erlbaum Associates.
substantially enhance language learning outcomes,
particularly in terms of motivation, engagement, and
autonomy. However, the study also highlights the need
for a balanced approach, recognizing the potential
challenges and limitations associated with technology
integration.
Educators, policymakers, and learners should consider
these findings when making decisions about the
incorporation of technology into language education. By
purposefully integrating digital tools into language
instruction, we can empower learners in their pursuit of
English proficiency in our increasingly interconnected
world.
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