THE TRANSFORMATION OF ENGLISH AS A SECOND
LANGUAGE (ESL) AND ENGLISH AS A FOREIGN
LANGUAGE (EFL): THE IMPACT OF TECHNOLOGY,
ARTIFICIAL INTELLIGENCE, AND DIGITAL LEARNING
ENVIRONMENTS ON ESL/EFL TEACHING METHODS
LA TRANSFORMACIÓN DEL INGLÉS COMO SEGUNDA LENGUA
(ESL) Y DEL INGLÉS COMO LENGUA EXTRANJERA (EFL): EL
IMPACTO DE LA TECNOLOGÍA, LA INTELIGENCIA ARTIFICIAL Y
LOS ENTORNOS DIGITALES DE APRENDIZAJE EN LOS MÉTODOS
DE ENSEÑANZA DE ESL/EFL
Juan De Dios Marin Murillo
Universidad Catòlica Luis Amigò, Colombia
Natalia Urrego Cardona
Universidad Pedagógica Experimental Libertador, Colombia
Hernàn Andres Carmona Garzòn
Fundación Universitaria Católica del Norte, Colombia
Juan Camilo Perèz Hernàndez
Universidad Nacional Abierta y A distancia, Colombia
pág. 6590
DOI: https://doi.org/10.37811/cl_rcm.v10i2.23680
The Transformation of English as a Second Language (ESL) and
English as a Foreign Language (EFL): The Impact of Technology,
Artificial Intelligence, and Digital Learning Environments on ESL/EFL
Teaching Methods
Juan De Dios Marin Murillo1
juan.marinur@amigo.edu.co
https://orcid.org/0000-0001-6541-1204
Universidad Catòlica Luis Amigò
Colombia
Natalia Urrego Cardona
nataliau120@gmail.com
https://orcid.org/0000-0001-5492-4629
Universidad Pedagógica Experimental Libertador
Colombia
Hernàn Andres Carmona Garzòn
hacarmonag@ucn.edu.co
https://orcid.org/0000-0003-1368-5558
Fundaciòn Universitaria Catòlica del Norte
Colombia
Juan Camilo Perèz Hernàndez
camilo.perez@unad.edu.co
https://orcid.org/0000-0002-6744-5093
Universidad Nacional Abierta y A distancia UNA
Colombia
ABSTRACT
This Reflective Study investigates Contemporary Didactics in EFL Teaching today. It discusses the
Transformations in EFL Teaching due to Technological Innovation, Active Methodologies, Inclusive
Education and Communicative Competence Development. Literature from 2020-2026 was used to
analyze how Digital Tools and Artificial Intelligence have transformed the environment for Learning a
Second/Foreign Language; Promoting Autonomy, Personalization, Intercultural Communication but
creating Ethical and Pedagogical Challenges. In addition, this study will examine the role of Active
Methodologies in developing Learner Engagement through Project-Based Learning and Transmedia
Approaches. Also discussed are Inclusive Didactic Strategies to Support Diverse Student Needs.
Differentiated Instruction and Equitable Access to Learning Opportunities were emphasized. Lastly, the
development of Communicative Competence is viewed as a primary objective, with consideration given
to both Linguistic and Sociolinguistic Pragmatic Dimensions in Hybrid and Digitally Mediated
Contexts. These results indicate that Contemporary EFL Didactics should incorporate Technology and
Pedagogy equally. Further, Teacher Training Programs and Institutional Frameworks will support these
efforts. Overall, the ultimate argument made in this study is that successful Language Teaching must be
Adaptive, Learner-Centered and Socially Situated; providing Meaningful and Fair Learning
Experiences in an Increasingly Global World.
Keywords: contemporary didactics; EFL teaching; artificial intelligence; digital learning; active
methodologies; inclusive education; communicative competence; language teaching innovation.
1 Autor principal
Correspondencia: juan.marinur@amigo.edu.co
DOI: https://doi.org/10.37811/cl_rcm.v10i2.23680
The Transformation of English as a Second Language (ESL) and
English as a Foreign Language (EFL): The Impact of Technology,
Artificial Intelligence, and Digital Learning Environments on ESL/EFL
Teaching Methods
Juan De Dios Marin Murillo1
juan.marinur@amigo.edu.co
https://orcid.org/0000-0001-6541-1204
Universidad Catòlica Luis Amigò
Colombia
Natalia Urrego Cardona
nataliau120@gmail.com
https://orcid.org/0000-0001-5492-4629
Universidad Pedagógica Experimental Libertador
Colombia
Hernàn Andres Carmona Garzòn
hacarmonag@ucn.edu.co
https://orcid.org/0000-0003-1368-5558
Fundaciòn Universitaria Catòlica del Norte
Colombia
Juan Camilo Perèz Hernàndez
camilo.perez@unad.edu.co
https://orcid.org/0000-0002-6744-5093
Universidad Nacional Abierta y A distancia UNA
Colombia
ABSTRACT
This Reflective Study investigates Contemporary Didactics in EFL Teaching today. It discusses the
Transformations in EFL Teaching due to Technological Innovation, Active Methodologies, Inclusive
Education and Communicative Competence Development. Literature from 2020-2026 was used to
analyze how Digital Tools and Artificial Intelligence have transformed the environment for Learning a
Second/Foreign Language; Promoting Autonomy, Personalization, Intercultural Communication but
creating Ethical and Pedagogical Challenges. In addition, this study will examine the role of Active
Methodologies in developing Learner Engagement through Project-Based Learning and Transmedia
Approaches. Also discussed are Inclusive Didactic Strategies to Support Diverse Student Needs.
Differentiated Instruction and Equitable Access to Learning Opportunities were emphasized. Lastly, the
development of Communicative Competence is viewed as a primary objective, with consideration given
to both Linguistic and Sociolinguistic Pragmatic Dimensions in Hybrid and Digitally Mediated
Contexts. These results indicate that Contemporary EFL Didactics should incorporate Technology and
Pedagogy equally. Further, Teacher Training Programs and Institutional Frameworks will support these
efforts. Overall, the ultimate argument made in this study is that successful Language Teaching must be
Adaptive, Learner-Centered and Socially Situated; providing Meaningful and Fair Learning
Experiences in an Increasingly Global World.
Keywords: contemporary didactics; EFL teaching; artificial intelligence; digital learning; active
methodologies; inclusive education; communicative competence; language teaching innovation.
1 Autor principal
Correspondencia: juan.marinur@amigo.edu.co
pág. 6591
La Transformación del Inglés como Segunda Lengua (ESL) y del
Inglés como Lengua Extranjera (EFL): El Impacto de la Tecnología,
la Inteligencia Artificial y los Entornos Digitales de Aprendizaje en los
Métodos de Enseñanza de ESL/EFL
RESUMEN
Este artículo reflexivo pone su mirada en las didácticas contemporáneas específicas de la enseñanza del
inglés como lengua extranjera (EFL) a partir de las transformaciones que la innovación tecnológica, las
metodologías activas, la educación inclusiva y el desarrollo de la competencia comunicativa han
impulsado en ella. Tomando como base literatura especializada reciente (2020–2026), esta revisión
reflexiva se interesa por cómo –y en qué medida– la incorporación de las herramientas digitales y de la
inteligencia artificial han llegado a reconstruir los entornos de aprendizaje, promoviendo la autonomía,
la individualización y la comunicación intercultural, pero también generando dilemas éticos y
pedagógicos. El artículo de investigación se interesa, al mismo tiempo, por cuestiones relacionadas con
las metodologías activas, tales como el aprendizaje basado en proyectos y sus enfoques transmedia, que
promueven la participación y el uso significativo del lenguaje. Por otra parte, también muestra la
importancia de que las estrategias didácticas se enmarquen en la educación inclusiva para dar respuesta
a la diversidad del alumnado, priorizando la enseñanza diferida y el acceso equitativo a oportunidades
de aprendizaje. El desarrollo de las competencias comunicativas es considerado un objetivo
subordinado, que abarca las dimensiones lingüísticas, sociolingüísticas y pragmáticas en los contextos
híbridos y digitales. Los resultados llevan a concluir que las didácticas contemporáneas del EFL
requieren un enfoque equilibrado entre tecnología y pedagogía, ya que no hay una buena docencia de
EFL si la formación docente y el apoyo institucional no vienen acompañados de transferencia.
En definitiva, este artículo de investigación finaliza de una manera que sugiere que el proceso de
enseñanza del inglés debe ser adaptable, centrado en el alumno y contextualizado de una forma
socialmente adecuada, y debe garantizar experiencias de aprendizaje significativas, informadas y
equitativas en un mundo globalizado como el nuestro.
Palabras clave: didácticas contemporáneas; enseñanza del inglés como lengua extranjera; inteligencia
artificial; aprendizaje digital; metodologías activas; educación inclusiva; competencia comunicativa;
innovación educativa.
Artículo recibido 28 febrero 2026
Aceptado para publicación: 28 marzo 2026
La Transformación del Inglés como Segunda Lengua (ESL) y del
Inglés como Lengua Extranjera (EFL): El Impacto de la Tecnología,
la Inteligencia Artificial y los Entornos Digitales de Aprendizaje en los
Métodos de Enseñanza de ESL/EFL
RESUMEN
Este artículo reflexivo pone su mirada en las didácticas contemporáneas específicas de la enseñanza del
inglés como lengua extranjera (EFL) a partir de las transformaciones que la innovación tecnológica, las
metodologías activas, la educación inclusiva y el desarrollo de la competencia comunicativa han
impulsado en ella. Tomando como base literatura especializada reciente (2020–2026), esta revisión
reflexiva se interesa por cómo –y en qué medida– la incorporación de las herramientas digitales y de la
inteligencia artificial han llegado a reconstruir los entornos de aprendizaje, promoviendo la autonomía,
la individualización y la comunicación intercultural, pero también generando dilemas éticos y
pedagógicos. El artículo de investigación se interesa, al mismo tiempo, por cuestiones relacionadas con
las metodologías activas, tales como el aprendizaje basado en proyectos y sus enfoques transmedia, que
promueven la participación y el uso significativo del lenguaje. Por otra parte, también muestra la
importancia de que las estrategias didácticas se enmarquen en la educación inclusiva para dar respuesta
a la diversidad del alumnado, priorizando la enseñanza diferida y el acceso equitativo a oportunidades
de aprendizaje. El desarrollo de las competencias comunicativas es considerado un objetivo
subordinado, que abarca las dimensiones lingüísticas, sociolingüísticas y pragmáticas en los contextos
híbridos y digitales. Los resultados llevan a concluir que las didácticas contemporáneas del EFL
requieren un enfoque equilibrado entre tecnología y pedagogía, ya que no hay una buena docencia de
EFL si la formación docente y el apoyo institucional no vienen acompañados de transferencia.
En definitiva, este artículo de investigación finaliza de una manera que sugiere que el proceso de
enseñanza del inglés debe ser adaptable, centrado en el alumno y contextualizado de una forma
socialmente adecuada, y debe garantizar experiencias de aprendizaje significativas, informadas y
equitativas en un mundo globalizado como el nuestro.
Palabras clave: didácticas contemporáneas; enseñanza del inglés como lengua extranjera; inteligencia
artificial; aprendizaje digital; metodologías activas; educación inclusiva; competencia comunicativa;
innovación educativa.
Artículo recibido 28 febrero 2026
Aceptado para publicación: 28 marzo 2026
pág. 6592
INTRODUCTION
In today's era of globalized and digitally connected world, English is being used as an international
language or Lingua Franca, and it will continue to grow and evolve. As the most widely spoken foreign
language worldwide, there is no doubt that English will play an even greater role than ever before in
both the business world and academic communities. In addition, the growing need for intercultural
communication in both domestic and international arenas has further emphasized the importance of
acquiring proficient levels of English language proficiency.
As a result, traditional methods of ESL/EFL instruction have come under increasing scrutiny.
Historically, ESL/EFL instruction was largely based upon grammar-translation and rote memorization
techniques. However, these traditional methods have given way to new pedagogical paradigms which
focus on learner-centered approaches to second/foreign language acquisition. In fact, research indicates
that students learn better when they are actively engaged in their own learning processes. Therefore,
many ESL/EFL instructors are now using a variety of new instructional strategies including but not
limited to, task-based learning, project-based learning, flipped classrooms, gamification, etc., all
designed to encourage student engagement and participation.
The teaching of ESL/EFL is an area where we see the intersection of several disciplines such as applied
linguistics, educational psychology, social-cultural theory, and digital pedagogy. In terms of how we
approach our learners, modern ESL/EFL instruction emphasizes communication, interaction,
inclusivity, and the meaningful use of language in real-life situations. Moreover, rapid developments in
technologies, particularly those related to artificial intelligence (AI) and virtual learning environments
(VLEs), have significantly changed what is possible and challenging in ESL/EFL instruction.
Therefore, this reflective essay provides a review of current trends in ESL/EFL didactics along four
major themes: (1) the impact of AI and VLEs on ESL/EFL instruction; (2) the influence of active
methodologies and innovative pedagogical approaches on ESL/EFL instruction; (3) the application of
various didactic strategies and inclusive education practices in ESL/EFL instruction; and (4)
communicative competence and language skills development in ESL/EFL instruction. Based on
literature reviews from the last seven years (2020-2026), this study not only identifies relevant findings
but also examines the implications of such studies for ESL/EFL teachers.
INTRODUCTION
In today's era of globalized and digitally connected world, English is being used as an international
language or Lingua Franca, and it will continue to grow and evolve. As the most widely spoken foreign
language worldwide, there is no doubt that English will play an even greater role than ever before in
both the business world and academic communities. In addition, the growing need for intercultural
communication in both domestic and international arenas has further emphasized the importance of
acquiring proficient levels of English language proficiency.
As a result, traditional methods of ESL/EFL instruction have come under increasing scrutiny.
Historically, ESL/EFL instruction was largely based upon grammar-translation and rote memorization
techniques. However, these traditional methods have given way to new pedagogical paradigms which
focus on learner-centered approaches to second/foreign language acquisition. In fact, research indicates
that students learn better when they are actively engaged in their own learning processes. Therefore,
many ESL/EFL instructors are now using a variety of new instructional strategies including but not
limited to, task-based learning, project-based learning, flipped classrooms, gamification, etc., all
designed to encourage student engagement and participation.
The teaching of ESL/EFL is an area where we see the intersection of several disciplines such as applied
linguistics, educational psychology, social-cultural theory, and digital pedagogy. In terms of how we
approach our learners, modern ESL/EFL instruction emphasizes communication, interaction,
inclusivity, and the meaningful use of language in real-life situations. Moreover, rapid developments in
technologies, particularly those related to artificial intelligence (AI) and virtual learning environments
(VLEs), have significantly changed what is possible and challenging in ESL/EFL instruction.
Therefore, this reflective essay provides a review of current trends in ESL/EFL didactics along four
major themes: (1) the impact of AI and VLEs on ESL/EFL instruction; (2) the influence of active
methodologies and innovative pedagogical approaches on ESL/EFL instruction; (3) the application of
various didactic strategies and inclusive education practices in ESL/EFL instruction; and (4)
communicative competence and language skills development in ESL/EFL instruction. Based on
literature reviews from the last seven years (2020-2026), this study not only identifies relevant findings
but also examines the implications of such studies for ESL/EFL teachers.
pág. 6593
Finally, this paper concludes that ESL/EFL didactics is best viewed as a complex, adaptive, socially
mediated system that requires ESL/EFL teachers to continuously weigh competing demands for
innovation versus pedagogical coherence, technological integration versus human interaction, and
global trends versus local realities.
The inclusion of digital technologies and Artificial Intelligence (AI) in teaching and learning is
one of the key drivers of current transformations in English as Foreign Language (EFL) didactics
Technology has fundamentally changed the way that language users have access to language, how they
process language and how they generate language. As a result, technology has enabled entirely new
ways of interaction that extend far beyond the confines of the classroom.
Digital English teaching using technology has led to an increase in learner engagement, autonomy and
access to authentic materials, according to Fernandez-Cando et al. (2026). Digital tools such as learning
management systems; Mobile Applications; Virtual Classrooms enable flexible, personalizable and
autonomous learning experiences for learners. Learners are able to learn languages at their own speed
and receive instant feedback from their learning activities. Instantaneous feedback is crucial for
language learning.
Although technology offers many positive advantages, there are many challenges associated with its
inclusion in teaching. According to Fernandez-Cando et al. (2018), digital tools require teachers to
possess high levels of digital competences. Additionally, digital tools require adequate technological
infrastructure. Where this is not available, the digital divide can exacerbate existing inequities in
education.
The development of artificial intelligence has provided further possibilities for EFL digital learning.
There are now AI powered tools being used in the EFL field. Examples include Chatbots; Automated
Writing Evaluators; Adaptive Learning Platforms. These tools enable learners to participate in
personalized learning experiences that reflect individual needs. Giraldo (2026) provides an example of
how learners can take part in authentic communications with learners from other cultures through AI
driven telecollaborations. These experiences not only enhance learners' linguistic ability but also
promote learners' intercultural knowledge.
Finally, this paper concludes that ESL/EFL didactics is best viewed as a complex, adaptive, socially
mediated system that requires ESL/EFL teachers to continuously weigh competing demands for
innovation versus pedagogical coherence, technological integration versus human interaction, and
global trends versus local realities.
The inclusion of digital technologies and Artificial Intelligence (AI) in teaching and learning is
one of the key drivers of current transformations in English as Foreign Language (EFL) didactics
Technology has fundamentally changed the way that language users have access to language, how they
process language and how they generate language. As a result, technology has enabled entirely new
ways of interaction that extend far beyond the confines of the classroom.
Digital English teaching using technology has led to an increase in learner engagement, autonomy and
access to authentic materials, according to Fernandez-Cando et al. (2026). Digital tools such as learning
management systems; Mobile Applications; Virtual Classrooms enable flexible, personalizable and
autonomous learning experiences for learners. Learners are able to learn languages at their own speed
and receive instant feedback from their learning activities. Instantaneous feedback is crucial for
language learning.
Although technology offers many positive advantages, there are many challenges associated with its
inclusion in teaching. According to Fernandez-Cando et al. (2018), digital tools require teachers to
possess high levels of digital competences. Additionally, digital tools require adequate technological
infrastructure. Where this is not available, the digital divide can exacerbate existing inequities in
education.
The development of artificial intelligence has provided further possibilities for EFL digital learning.
There are now AI powered tools being used in the EFL field. Examples include Chatbots; Automated
Writing Evaluators; Adaptive Learning Platforms. These tools enable learners to participate in
personalized learning experiences that reflect individual needs. Giraldo (2026) provides an example of
how learners can take part in authentic communications with learners from other cultures through AI
driven telecollaborations. These experiences not only enhance learners' linguistic ability but also
promote learners' intercultural knowledge.
pág. 6594
Woo et al. (2023) investigate learners' interactions in EFL environments where AI is used to mediate
learning. They identify a relationship between learners' agency and machines' provision of support.
Although AI can assist learners, when necessary, AI can lead to excessive reliance on machines, which
diminishes learners' ability to think critically or solve problems independently. Therefore, there exists
a need for a balanced approach to integrating AI.
In a similar fashion, Woo et al. (2025) describe "Vibe Coding" as a pedagogical framework that enables
learners to create and interact with AI in creative ways. Through Vibe Coding learners will develop both
language and digital literacies so that they can become active participants in technologically mediated
communication.
Talukder (2023) claims that AI can transform EFL teaching by enabling adaptive learning systems that
meet each learner's individual needs.
Woo et al. (2025) illustrate the effective use of AI-reading support tools in improving comprehension
and vocabulary acquisition among learners. Reading support tools provide scaffolds that help learners
navigate challenging texts and make language acquisition more accessible and efficient.
There exist significant ethical issues surrounding the application of AI in EFL settings. For instance, the
collection and processing of data regarding learners raises serious concerns about learners' rights to data
privacy. Furthermore, AI algorithms may contain biases that affect the type and quality of support
offered to learners. Finally, if educators rely too heavily on technology, they risk diminishing
opportunities for face-to-face interaction and therefore deprive learners of essential opportunities to
develop communicative competence.
Ultimately, technology should be viewed as a mediator of pedagogy rather than a replacement for
pedagogy. Effective EFL teaching includes a thoughtful integration of technology that increases
opportunities for human interaction rather than replacing them. Educators must acquire not just
technical proficiency but also critical awareness of the pedagogical implications of their use of
technology.
Active Methodologies and Contemporary Approaches
Active methodologies and modern approaches to EFL didactics — an important area of development
in contemporary EFL didactics — provide another critical aspect of what has been called the “shift”
Woo et al. (2023) investigate learners' interactions in EFL environments where AI is used to mediate
learning. They identify a relationship between learners' agency and machines' provision of support.
Although AI can assist learners, when necessary, AI can lead to excessive reliance on machines, which
diminishes learners' ability to think critically or solve problems independently. Therefore, there exists
a need for a balanced approach to integrating AI.
In a similar fashion, Woo et al. (2025) describe "Vibe Coding" as a pedagogical framework that enables
learners to create and interact with AI in creative ways. Through Vibe Coding learners will develop both
language and digital literacies so that they can become active participants in technologically mediated
communication.
Talukder (2023) claims that AI can transform EFL teaching by enabling adaptive learning systems that
meet each learner's individual needs.
Woo et al. (2025) illustrate the effective use of AI-reading support tools in improving comprehension
and vocabulary acquisition among learners. Reading support tools provide scaffolds that help learners
navigate challenging texts and make language acquisition more accessible and efficient.
There exist significant ethical issues surrounding the application of AI in EFL settings. For instance, the
collection and processing of data regarding learners raises serious concerns about learners' rights to data
privacy. Furthermore, AI algorithms may contain biases that affect the type and quality of support
offered to learners. Finally, if educators rely too heavily on technology, they risk diminishing
opportunities for face-to-face interaction and therefore deprive learners of essential opportunities to
develop communicative competence.
Ultimately, technology should be viewed as a mediator of pedagogy rather than a replacement for
pedagogy. Effective EFL teaching includes a thoughtful integration of technology that increases
opportunities for human interaction rather than replacing them. Educators must acquire not just
technical proficiency but also critical awareness of the pedagogical implications of their use of
technology.
Active Methodologies and Contemporary Approaches
Active methodologies and modern approaches to EFL didactics — an important area of development
in contemporary EFL didactics — provide another critical aspect of what has been called the “shift”
pág. 6595
toward learner-activity based methodologies, away from the more traditionally teacher-centered
models. Molina (2026), discusses the idea that many learners benefit from using inclusive and
participatory methodologies, which facilitate learner participation in the learning process. Active
methodologies, such as project-based learning, problem-based learning, and gamification, all provide
opportunities for meaningful language use in authentic contexts. Therefore, this type of methodology is
consistent with the ideas of the constructivists who view knowledge as being constructed by learners
through experience; not simply transmitted to learners by teachers. Transmedia learning, is yet another
example of an evolving methodology that demonstrates the increasing multimedia nature of today’s
communication. Investigators (Investigarmqr 2025) have demonstrated that learners can engage with
language through various multi-modal platforms including video, social media, and interactive
applications. As well as developing learner motivation, transmedia learning enables learners to develop
the skills needed to navigate complex communicative environments. In addition, teacher cognition is a
significant factor when implementing active methodologies. Areiza-Restrepo (2026), examined the
beliefs and perspectives of prospective teachers regarding active methodologies. The results revealed a
dichotomy between traditional and innovative teaching methods. Although many teachers recognized
the value of active methodologies, they were unable to successfully integrate them into their practice
due to institutional limitations, or because they had not received sufficient support/training. Similarly,
assessment methodologies must be revised to be aligned with current pedagogical approaches. Alvarado
Reyes et al. (2026), advocate for shifting towards formative/competency assessments that assess
students' ability to apply language in real world situations. While assessing student proficiency in
writing/speaking is important, traditional assessment methodologies do not effectively measure the
complexity of communicative competence. Therefore, there is a growing demand for new forms of
assessment. There are several advantages associated with the integration of active methodologies.
However, the successful implementation of these methodologies requires overcoming several barriers
including large classroom sizes, limited resources, and inflexible curriculum structures. Additionally,
integrating active methodologies requires a great deal of time/planning/preparation from teachers.
Considering these challenges, it appears that the application of active methodologies is not a "one size
fits all" solution. Rather, the level of success achieved will depend upon the context in which they are
toward learner-activity based methodologies, away from the more traditionally teacher-centered
models. Molina (2026), discusses the idea that many learners benefit from using inclusive and
participatory methodologies, which facilitate learner participation in the learning process. Active
methodologies, such as project-based learning, problem-based learning, and gamification, all provide
opportunities for meaningful language use in authentic contexts. Therefore, this type of methodology is
consistent with the ideas of the constructivists who view knowledge as being constructed by learners
through experience; not simply transmitted to learners by teachers. Transmedia learning, is yet another
example of an evolving methodology that demonstrates the increasing multimedia nature of today’s
communication. Investigators (Investigarmqr 2025) have demonstrated that learners can engage with
language through various multi-modal platforms including video, social media, and interactive
applications. As well as developing learner motivation, transmedia learning enables learners to develop
the skills needed to navigate complex communicative environments. In addition, teacher cognition is a
significant factor when implementing active methodologies. Areiza-Restrepo (2026), examined the
beliefs and perspectives of prospective teachers regarding active methodologies. The results revealed a
dichotomy between traditional and innovative teaching methods. Although many teachers recognized
the value of active methodologies, they were unable to successfully integrate them into their practice
due to institutional limitations, or because they had not received sufficient support/training. Similarly,
assessment methodologies must be revised to be aligned with current pedagogical approaches. Alvarado
Reyes et al. (2026), advocate for shifting towards formative/competency assessments that assess
students' ability to apply language in real world situations. While assessing student proficiency in
writing/speaking is important, traditional assessment methodologies do not effectively measure the
complexity of communicative competence. Therefore, there is a growing demand for new forms of
assessment. There are several advantages associated with the integration of active methodologies.
However, the successful implementation of these methodologies requires overcoming several barriers
including large classroom sizes, limited resources, and inflexible curriculum structures. Additionally,
integrating active methodologies requires a great deal of time/planning/preparation from teachers.
Considering these challenges, it appears that the application of active methodologies is not a "one size
fits all" solution. Rather, the level of success achieved will depend upon the context in which they are
pág. 6596
applied, and the degree to which teachers are able to modify/adapt them to fit their own unique teaching
environment. Regardless of the barriers associated with the application of active methodologies, they
do provide a more interesting and effective way to teach languages.
Didactic Strategies and Inclusive Education
When we consider inclusion as a primary aspect of current educational practices; it follows then that
EFL will follow suit. The idea behind an inclusive pedagogy is to produce educational environments
that are accessible for various types of learners so that each student has access to the same educational
opportunity regardless of ability or disability.
The work of De La Cruz et al. (2020), provides a number of important examples of how EFL can be
taught to students who have been diagnosed with attention deficit hyperactivity disorder. The authors
note that incorporating structure, giving explicit directions, and providing multimodal input to support
learners with difficulty maintaining focus on specific tasks. These instructional supports do not only
help students with ADHD but also improve the learning experience of all students by increasing clarity
and improving the overall engagement of the students.
Sánchez-Perdomo (2020), promotes a context-based learning methodology called scenario-based
learning. Scenario-based learning incorporates language usage into realistic scenarios, creating
relevance and interest for learners. This type of learning methodology supports sociocultural theory’s
emphasis on the critical role of social interaction and cultural mediation in the development of
knowledge.
An additional component of inclusive education is acknowledging and appreciating linguistic and
cultural differences. Multicultural classroom environments present a challenge for teachers in terms of
being aware of and sensitive to the background and experiences of their learners while developing ways
to modify their instructional methodologies. Therefore, teachers need to develop a high degree of
cultural competency along with reflecting upon their own praxis.
Another major area within the realm of inclusive education is differentiated instruction. Differentiated
instruction means that teachers must be able to adapt their instruction to meet the requirements of
learners at different levels of proficiency, with different learning preferences, and with different
applied, and the degree to which teachers are able to modify/adapt them to fit their own unique teaching
environment. Regardless of the barriers associated with the application of active methodologies, they
do provide a more interesting and effective way to teach languages.
Didactic Strategies and Inclusive Education
When we consider inclusion as a primary aspect of current educational practices; it follows then that
EFL will follow suit. The idea behind an inclusive pedagogy is to produce educational environments
that are accessible for various types of learners so that each student has access to the same educational
opportunity regardless of ability or disability.
The work of De La Cruz et al. (2020), provides a number of important examples of how EFL can be
taught to students who have been diagnosed with attention deficit hyperactivity disorder. The authors
note that incorporating structure, giving explicit directions, and providing multimodal input to support
learners with difficulty maintaining focus on specific tasks. These instructional supports do not only
help students with ADHD but also improve the learning experience of all students by increasing clarity
and improving the overall engagement of the students.
Sánchez-Perdomo (2020), promotes a context-based learning methodology called scenario-based
learning. Scenario-based learning incorporates language usage into realistic scenarios, creating
relevance and interest for learners. This type of learning methodology supports sociocultural theory’s
emphasis on the critical role of social interaction and cultural mediation in the development of
knowledge.
An additional component of inclusive education is acknowledging and appreciating linguistic and
cultural differences. Multicultural classroom environments present a challenge for teachers in terms of
being aware of and sensitive to the background and experiences of their learners while developing ways
to modify their instructional methodologies. Therefore, teachers need to develop a high degree of
cultural competency along with reflecting upon their own praxis.
Another major area within the realm of inclusive education is differentiated instruction. Differentiated
instruction means that teachers must be able to adapt their instruction to meet the requirements of
learners at different levels of proficiency, with different learning preferences, and with different
pág. 6597
capabilities. Developing a variety of instructional strategies, materials, and assessments are some of the
ways in which teachers can differentiate their instruction.
Although there are many benefits associated with creating inclusive learning environments there are
several challenges involved. Some of these challenges include resource limitations, lack of professional
development related to culturally responsive teaching practices, and institutional barriers. Teachers may
also feel challenged to address the needs of multiple learners simultaneously due to time and logistical
demands.
Reflectively speaking, creating inclusive educational environments require a mindset transformation.
Educators must begin to think outside the box relative to standardized instructional methodologies and
acknowledge the complexities associated with educating learners from diverse backgrounds.
Communicative Competence and Language Skills Development
In addition to the goal of developing communicative competence in students, contemporary English as
a Foreign Language (EFL) teaching focuses primarily on how well students will perform when using
English in everyday life versus merely being able to follow grammar rules.
TESLA Journal (2026) notes that oral communication skills are vital and therefore suggests that all
teachers incorporate interactive and communicative elements in their lessons; likewise, speaking and
listening skills are integral components of language proficiency and therefore should provide students
with ample opportunities to interact meaningfully.
Regarding teaching methodologies, Bui (2022) examines mixed methodology techniques for teaching
languages and the benefits of combining data collected through both quantitative and qualitative
research methods. A primary benefit of this type of research is that the results may help teachers develop
more informed and responsive teaching practices based on an overall assessment of student needs and
progress.
Although there has been increasing popularity of "hybrid" models of education since the advent of
COVID-19, few studies examine the instructional aspects of hybrid models. For example, while Wang
(2024) discusses several advantages of combining face-to-face and virtual learning experiences (such
as flexibility and accessibility), he does not discuss how hybrid learning should be designed or
implemented effectively.
capabilities. Developing a variety of instructional strategies, materials, and assessments are some of the
ways in which teachers can differentiate their instruction.
Although there are many benefits associated with creating inclusive learning environments there are
several challenges involved. Some of these challenges include resource limitations, lack of professional
development related to culturally responsive teaching practices, and institutional barriers. Teachers may
also feel challenged to address the needs of multiple learners simultaneously due to time and logistical
demands.
Reflectively speaking, creating inclusive educational environments require a mindset transformation.
Educators must begin to think outside the box relative to standardized instructional methodologies and
acknowledge the complexities associated with educating learners from diverse backgrounds.
Communicative Competence and Language Skills Development
In addition to the goal of developing communicative competence in students, contemporary English as
a Foreign Language (EFL) teaching focuses primarily on how well students will perform when using
English in everyday life versus merely being able to follow grammar rules.
TESLA Journal (2026) notes that oral communication skills are vital and therefore suggests that all
teachers incorporate interactive and communicative elements in their lessons; likewise, speaking and
listening skills are integral components of language proficiency and therefore should provide students
with ample opportunities to interact meaningfully.
Regarding teaching methodologies, Bui (2022) examines mixed methodology techniques for teaching
languages and the benefits of combining data collected through both quantitative and qualitative
research methods. A primary benefit of this type of research is that the results may help teachers develop
more informed and responsive teaching practices based on an overall assessment of student needs and
progress.
Although there has been increasing popularity of "hybrid" models of education since the advent of
COVID-19, few studies examine the instructional aspects of hybrid models. For example, while Wang
(2024) discusses several advantages of combining face-to-face and virtual learning experiences (such
as flexibility and accessibility), he does not discuss how hybrid learning should be designed or
implemented effectively.
pág. 6598
Additionally, Hasumi (2024) discussed how digital pedagogy can play a critical role in helping teachers
develop students' communicative competencies. Specifically, she argues that incorporating digital tools
into EFL instruction is especially important in online and blended learning settings because digital tools
can support interactivity, collaboration and access to relevant, authentic materials.
Another key area of research regarding the development of communicative competence is collaborative
learning. In particular, Sahayu et al. (2025) found that online collaborative learning can enable students
to engage in meaningful communication with one another in ways that promote both linguistic and
social competences.
Bhandari (2025) and Rengifo-Fernández et al. (2024) expand upon this idea by examining both the
potential for technology-enhanced language learning and the associated challenges. As such, while
digital tools potentially offer many new possibilities for language learners, they must be employed
carefully if they are to contribute positively to pedagogy.
Ultimately, a review of the literature on communicative competence reveals that communicative
competence is a multidimensional concept. Therefore, effective EFL instruction should attend to
students' linguistic, socio-linguistic and pragmatic competences simultaneously. To do so will require a
holistic approach that incorporates multiple instructional strategies and technologies.
CONCLUSION
The study of modern-day didactics in EFL classrooms demonstrates an ever-evolving area of study,
marked by innovation, increased complexity and continued evolution. New technologies and AI are
now providing numerous avenues for language acquisition; new methodologies (active) are providing
the opportunity for both teachers and students to redefine their roles. Modern inclusive strategies
emphasize the necessity of meeting student needs across diverse learning contexts; and communicative
methodology emphasizes the need for students to utilize language effectively in order to communicate
successfully.
However, the same factors that provide opportunities for advancement within this area of study also
create numerous barriers. Successful implementation is contingent upon not only having access to
necessary technology and AI systems, but also possessing pedagogical knowledge/skills, institutional
support and reflective practice.
Additionally, Hasumi (2024) discussed how digital pedagogy can play a critical role in helping teachers
develop students' communicative competencies. Specifically, she argues that incorporating digital tools
into EFL instruction is especially important in online and blended learning settings because digital tools
can support interactivity, collaboration and access to relevant, authentic materials.
Another key area of research regarding the development of communicative competence is collaborative
learning. In particular, Sahayu et al. (2025) found that online collaborative learning can enable students
to engage in meaningful communication with one another in ways that promote both linguistic and
social competences.
Bhandari (2025) and Rengifo-Fernández et al. (2024) expand upon this idea by examining both the
potential for technology-enhanced language learning and the associated challenges. As such, while
digital tools potentially offer many new possibilities for language learners, they must be employed
carefully if they are to contribute positively to pedagogy.
Ultimately, a review of the literature on communicative competence reveals that communicative
competence is a multidimensional concept. Therefore, effective EFL instruction should attend to
students' linguistic, socio-linguistic and pragmatic competences simultaneously. To do so will require a
holistic approach that incorporates multiple instructional strategies and technologies.
CONCLUSION
The study of modern-day didactics in EFL classrooms demonstrates an ever-evolving area of study,
marked by innovation, increased complexity and continued evolution. New technologies and AI are
now providing numerous avenues for language acquisition; new methodologies (active) are providing
the opportunity for both teachers and students to redefine their roles. Modern inclusive strategies
emphasize the necessity of meeting student needs across diverse learning contexts; and communicative
methodology emphasizes the need for students to utilize language effectively in order to communicate
successfully.
However, the same factors that provide opportunities for advancement within this area of study also
create numerous barriers. Successful implementation is contingent upon not only having access to
necessary technology and AI systems, but also possessing pedagogical knowledge/skills, institutional
support and reflective practice.
pág. 6599
Teachers will continue to experience rapid changes in the educational environment, yet they will still
be responsible for maintaining a focus on the fundamental purposes of language instruction.
Therefore, modern day EFL didactics may best be viewed as a comprehensive and adaptable process
which combines technological innovations with pedagogical processes and commitment to
inclusiveness. Through a consideration of this perspective, educators may be able to develop meaningful
and successful learning environments for students who have confidence in communicating through
English.
REFERENCES
Alvarado Reyes, B. V., Huezo Castillo, J. N., Cervera Suárez, L. A., & Recalde García, F. A. (2026).
Evaluación del inglés como lengua extranjera en escuelas secundarias. Multidisciplinary
Collaborative Journal, 4(1), 188–203.
Areiza-Restrepo, H. N. (2026). Visiones de enseñanza de lenguas en docentes en formación. Revista
UPN.
Bhandari, P. (2025). Technology-enhanced language learning in developing contexts. TESOL Quarterly.
Bui, T. (2022). Mixed-method approaches in EFL teaching and learning. Journal of Language Teaching
Research.
Chung, S., Jeon, H., Shin, S., & Hoque, M. N. (2025). Reading.help: Supporting EFL readers with AI
tools. arXiv.
De La Cruz, G., Ullauri-Moreno, M. I., & Freire, F. (2020). Estrategias didácticas para la enseñanza de
inglés como lengua extranjera dirigidas a estudiantes con TDAH. Colombian Applied
Linguistics Journal, 22(2), 169–182.
Fernández Cando, D. A., et al. (2026). La enseñanza del inglés mediada por tecnología. ASCE
Magazine, 5(1), 1255–1278.
Giraldo, M. H. L. R. (2026). Enhancing foreign language learning through AI-driven telecollaboration.
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Hasumi, E. (2024). Digital pedagogy in EFL classrooms. Educational Technology Research.
Investigarmqr. (2025). Enseñanza del inglés mediante metodologías activas en contextos transmedia.
MQR Journal.
Teachers will continue to experience rapid changes in the educational environment, yet they will still
be responsible for maintaining a focus on the fundamental purposes of language instruction.
Therefore, modern day EFL didactics may best be viewed as a comprehensive and adaptable process
which combines technological innovations with pedagogical processes and commitment to
inclusiveness. Through a consideration of this perspective, educators may be able to develop meaningful
and successful learning environments for students who have confidence in communicating through
English.
REFERENCES
Alvarado Reyes, B. V., Huezo Castillo, J. N., Cervera Suárez, L. A., & Recalde García, F. A. (2026).
Evaluación del inglés como lengua extranjera en escuelas secundarias. Multidisciplinary
Collaborative Journal, 4(1), 188–203.
Areiza-Restrepo, H. N. (2026). Visiones de enseñanza de lenguas en docentes en formación. Revista
UPN.
Bhandari, P. (2025). Technology-enhanced language learning in developing contexts. TESOL Quarterly.
Bui, T. (2022). Mixed-method approaches in EFL teaching and learning. Journal of Language Teaching
Research.
Chung, S., Jeon, H., Shin, S., & Hoque, M. N. (2025). Reading.help: Supporting EFL readers with AI
tools. arXiv.
De La Cruz, G., Ullauri-Moreno, M. I., & Freire, F. (2020). Estrategias didácticas para la enseñanza de
inglés como lengua extranjera dirigidas a estudiantes con TDAH. Colombian Applied
Linguistics Journal, 22(2), 169–182.
Fernández Cando, D. A., et al. (2026). La enseñanza del inglés mediada por tecnología. ASCE
Magazine, 5(1), 1255–1278.
Giraldo, M. H. L. R. (2026). Enhancing foreign language learning through AI-driven telecollaboration.
Ciencia y Educación.
Hasumi, E. (2024). Digital pedagogy in EFL classrooms. Educational Technology Research.
Investigarmqr. (2025). Enseñanza del inglés mediante metodologías activas en contextos transmedia.
MQR Journal.
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Molina, D. V. T. (2026). Estrategias y enfoques inclusivos para el aprendizaje del inglés. Reincisol.
Rengifo-Fernández, E., et al. (2024). Teaching English using digital tools: Challenges and perspectives.
Journal of Educational Innovation.
Sahayu, S., et al. (2025). Online collaborative learning in EFL. International Journal of TESOL Studies.
Sánchez Perdomo, J. L. (2020). Didácticas del aprendizaje del inglés mediante escenarios.
Talukder, M. R. (2023). Smart transformation of EFL teaching using AI. arXiv.
Tesla Journal. (2026). Desarrollo de la competencia oral en inglés en contextos educativos.
Wang, Y. (2024). Hybrid learning in EFL contexts. Language Learning & Technology.
Woo, D. J., Susanto, H., & Guo, K. (2023). EFL students’ attitudes in AI learning systems. arXiv.
Woo, D. J., Guo, K., & Yu, Y. (2025). AI interaction design in EFL learning. arXiv.
Molina, D. V. T. (2026). Estrategias y enfoques inclusivos para el aprendizaje del inglés. Reincisol.
Rengifo-Fernández, E., et al. (2024). Teaching English using digital tools: Challenges and perspectives.
Journal of Educational Innovation.
Sahayu, S., et al. (2025). Online collaborative learning in EFL. International Journal of TESOL Studies.
Sánchez Perdomo, J. L. (2020). Didácticas del aprendizaje del inglés mediante escenarios.
Talukder, M. R. (2023). Smart transformation of EFL teaching using AI. arXiv.
Tesla Journal. (2026). Desarrollo de la competencia oral en inglés en contextos educativos.
Wang, Y. (2024). Hybrid learning in EFL contexts. Language Learning & Technology.
Woo, D. J., Susanto, H., & Guo, K. (2023). EFL students’ attitudes in AI learning systems. arXiv.
Woo, D. J., Guo, K., & Yu, Y. (2025). AI interaction design in EFL learning. arXiv.