Unveiling the Transformative Landscape: Pedagogical Approaches Integrated with Technologies in Foreign Language Learning Pre- and Post-COVID-19

Abstract

Improving education and reshaping society, Covid-19 and ChatGPT have emerged as influential factors. This research aims to delve into the impact of these disruptions on foreign language teaching and learning, with a specific focus on English. It is noteworthy that information and communication technologies (ICT) have significantly contributed to changes in pedagogy. The study examines 5,000 research articles spanning from 2015 to 2024, investigating the effects of various popular digital tools, including Web 2.0, Interactive Whiteboard, Mobile devices, Virtual Reality (AR and MxR), Social Media, Robots, and GenAI, on EFL pedagogical activities. These activities encompass the acquisition of English skills and knowledge, such as reading, listening, speaking, writing, vocabulary, and grammar, as well as English for Academic Purposes (EAP) and English for Special Purposes (ESP) in both formal and informal educational settings. The paper identifies shifts in the relationship between teachers, pedagogy, and learners due to technological interventions. Furthermore, it presents a transformed EFL landscape following COVID-19, highlighting the emergence of Emergent Remote Teaching (ERT) and its profound implications for technology-integrated teaching and learning strategies.