Technology-Supported English Language Learning: Effectiveness and Limitations

Analysis Research

Open Access

Peer-reviewed

Technology-Supported English Language Learning: Effectiveness and Limitations

Dr. Mohammed Kalimullah , Firdaus Tabassum

DIP: 18.02.26/20251001

DOI: 10.25215/2455/100126

Received: March 20, 2025; Revision Received: March 25, 2025; Accepted: March 30, 2025

Abstract

Digital tools like mobile apps, speech recognition software, and collaborative platforms can help students improve their language skills. Research shows that mobile apps are good for learning vocabulary and pronunciation. AI-based speech recognition helps with speaking by giving instant feedback. These tools make students more motivated and engaged. But there are still challenges, such as unequal access to technology, the possibility of shallow learning experiences, Lack of Authentic Interaction and Communication Practice. This paper examines how technology help improve English language learning by focusing on reading, writing, speaking, and listening skills specifically. It highlights the importance of thoughtfully integrating these tools into teaching so they complement traditional approaches rather than replace them entirely. The results indicate that while technology can significantly enhance language learning but success relies on implementing it properly.

Keywords

The author(s) appreciates all those who participated in the study and helped to facilitate the research process.

The author(s) declared no conflict of interest.

This is an Open Access Research distributed under the terms of the Creative Commons Attribution License (www.creativecommons.org/licenses/by/2.0), which permits unrestricted use, distribution, and reproduction in any Medium, provided the original work is properly cited.

Responding Author Information

Dr. Mohammed Kalimullah @ write2kalim@gmail.com

Technology-Supported English Language Learning: Effectiveness and Limitations

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Article Overview

ISSN 2455-670X

DIP: 18.02.26/20251001

DOI: 10.25215/2455/100126

Published in

Volume 10, Issue 1, January – March, 2025

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