Technology-Fused English Teaching and Learning in Higher Education: From Individual Differences to Being Different Individuals
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Abstract
This article explores the proficiency variance among English as a Foreign Language (EFL) learners based on my research findings from Indonesian and Thai universities. Key variables influencing English learning outcomes include individual differences, learning emotions, and technology integration. Fostering learner agency—encompassing intentionality, forethought, self-regulation, and self-efficacy—is crucial. Positive emotions such as enjoyment and confidence enhance proficiency, while negative emotions like anxiety hinder it. Integrating Information and Communication Technology (ICT), alongside innovative methods like flipped classrooms and gamification, significantly improves student engagement and learning outcomes. However, a gap persists between teachers' beliefs in ICT and their actual practices. This article emphasizes the need for a flexible, informed approach to EFL education that leverages technology and addresses diverse learner needs to enhance English proficiency.
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References
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