Embracing transition: The impact of emerging technologies on language learning pedagogies

Abstract

Rapid technological advances require constant innovation and the creation of new products and services, the improvement of processes and the optimisation of resources. This constant evolution in all areas of society, including education, poses a persistent challenge to educators and institutions, requiring continuous adaptation of pedagogical models to accommodate technological advances while ensuring ethical and inclusive development. This paper outlines our journey as researchers, language teachers and instructional designers, focusing on the adoption of Extended Reality (XR) technologies and the development of several XR resources for our language learning courses. The resources were developed using two distinct end-user development (EUD) tools (e.g., CoSpaces, ARTutor) designed for non-programmers. This allowed for the creation of several apps specifically tailored to the needs of our language learners. Prior to their incorporation into the established corpus of learning materials, learners were provided with guidance on the technical and pedagogical functions of the apps. Subsequently, learners were encouraged to utilise them for their regular learning outside the classroom. Feedback was gathered using an adapted Technology Acceptance Model (TAM) questionnaire and several language assessment tests, which revealed a positive perception of the usability and usefulness of the resources for language learning. Data analysis using SPSSv27 highlighted the effectiveness of the resources, particularly in improving oral comprehension and production, although less impact was noted on writing skills. In addition, the study findings of the study highlight both the motivational and facilitative power of XR technologies to overcome traditional learning constraints and provide effective and engaging language learning experiences, as well as the transformative potential of XR and EUD tools in language teaching. The study advocates that teachers move from being passive users to proactive creators of XR-enhanced learning materials, and emphasises the importance of a balanced integration of digital and traditional resources tailored to learners’ needs.