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Commentaries

Vol. 4 No. 2 (2025): TEL in English language teaching, learning and assessment

From “effectiveness” to “access”: Rethinking the logic of technology-enhanced language learning

DOI:
https://doi.org/10.21428/8c225f6e.6cf3a869
Submitted
13 August 2026
Published
15-08-2026

Abstract

In recent years, technology-enhanced language learning (TELL) has been marked by growing attention to innovations such as virtual reality (VR) and generative artificial intelligence (GenAI). Numerous empirical studies, along with systematic reviews and meta-analyses, have reported “significant improvements”, suggesting that these tools may hold potential for vocabulary learning, oral communication and learner motivation (e.g., Law, 2024; Lee et al., 2025). In the context of English language learning, these affordances are particularly relevant, as vocabulary development, communicative competence, and learner motivation are central goals in English for Academic Purposes and English as a Foreign Language classrooms. Accordingly, studies have called for further research with larger cohorts and over longer periods, perhaps implicitly indicating that such technologies could play an important role in education systems in the future.

References

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