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Editorials

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

TEL in English language teaching, learning and assessment: Introduction to the special issue

DOI:
https://doi.org/10.21428/8c225f6e.fb1641da
Submitted
13 August 2026
Published
15-08-2026

Abstract

English Language Teaching (ELT) has often found itself at the cutting-edge of technology enhanced learning (TEL), firmly in ‘the vanguard’ (Levy, 1997, p.3) of classroom technology usage. From the language labs of the 1950s via the emergence of Computer Assisted Language Learning (CALL) in the 1980s, the use of technology in ELT has given rise to a plurality of terms (Miles, 2022) covering distance learning and telecasting, hybrid classrooms, blended learning, learner autonomy, informal learning and automatic feedback platforms among others. The use of  language learning apps, virtual environments and interactive multimedia are seen to increase motivation and improve retention through the creation of personalized, interactive and engaging learning environments (Harahap et al., 2025; Siumarlata, 2024). At the same time, the rapid evolution of technology necessitates the need for ongoing professional development and an awareness of access issues if the use of technology in ELT is to be maximized (Zou & Thomas, 2019). It is also, of course, impossible to ignore the impact of generative artificial intelligence upon ELT practice, generating both positive and negative reactions from language teaching practitioners and researchers (Lee et al., 2025; Pack & Maloney, 2023). This special issue examines how TEL in ELT is reshaping not just what tools we use, but how we understand belonging, literacy, access, and intercultural exchange.

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