sustainability

Editorial
Examining the Roles of Technology in Sustaining Language
Teaching and Learning
Fang Huang 1 and Li Sun 2, *

1 Key Laboratory of Multilingual Education with AI, School of Education, Shanghai International Studies
University, Shanghai 201620, China; 2023014@shisu.edu.cn
2 College of Foreign Languages and Cultures, Xiamen University, Xiamen 361005, China
* Correspondence: sunli@xmu.edu.cn

The use of technology is currently pervasive in language teaching and learning, and
technology adoption is especially important to sustain teaching and learning, which could
be affected by unexpected events. Furthermore, studies suggest that technology-enhanced
language teaching and learning is an innovative approach to enhancing students’ language
acquisition and communication skills [1] (pp. 70–105), [2] (pp. 113–129). By integrating
technology into language instruction, teachers can engage students in interactive and
immersive learning experiences that simulate real-world language use scenarios, making
the learning process more effective and authentic. This is especially beneficial for regions
or countries where language education is lagging due to insufficient language teachers and
resources [3].
Teachers use technology in various forms to cater to students’ needs, including the use
of online learning resources such as MOOCs [4], social networking sites [5] (pp. 181–196),
digital games [6] (pp. 877–904), interactive whiteboards, language-learning apps, and,
recently, artificial intelligence [7]. These tools provide a wealth of opportunities for language
learners to practice their skills in a supportive and engaging environment. Technology also
facilitates self-directed learning, enabling language learners to access materials, conduct
learning at their own pace, and focus on areas where they need the most support [8,9].
For countries or regions that are short of teachers who are native target language
speakers, one of the key benefits of technology adoption is the ability to provide language
learners with more authentic language exposure. Technology tools can simulate real-world
Citation: Huang, F.; Sun, L. situations, allowing learners to engage with language in a natural and meaningful way.
Examining the Roles of Technology in This type of learning experience can help learners develop a deeper understanding of
Sustaining Language Teaching and language structure, vocabulary, and communication skills.
Learning. Sustainability 2023, 15,
Technology-enhanced language teaching and learning also encourages active partici-
16664. https://doi.org/
pation and collaboration among learners. Many technology tools allow learners to interact
10.3390/su152416664
with other users, making it easy to practice language skills in a social setting. This type
Received: 24 November 2023 of social interaction can help develop confidence and fluency in the target language while
Accepted: 5 December 2023 also providing opportunities for cultural exchange and mutual understanding.
Published: 8 December 2023 Overall, technology has revolutionized the way we approach language teaching
and learning, empowered teachers to personalize instruction, and particularly, sustained
language teaching and learning, which is fragile by unexpected events [3]. The integration
of virtual reality (VR), augmented reality (AR), and generative artificial intelligence (AI)
Copyright: © 2023 by the authors.
has enabled students to engage in hands-on learning experiences, fostering greater interest
Licensee MDPI, Basel, Switzerland.
and participation. Additionally, online platforms, digital games, and mobile learning
This article is an open access article
distributed under the terms and
tools have facilitated personalized learning paths based on individual students’ needs,
conditions of the Creative Commons
preferences, and pace. Moreover, digital games and other mobile learning tools have made
Attribution (CC BY) license (https:// teaching and learning more tailored to students’ needs, providing a personalized path for
creativecommons.org/licenses/by/ each student based on their pace and preferences. Shifting from traditional classrooms
4.0/). to technology-enhanced teaching and learning, teachers and students face challenges [10]

Sustainability 2023, 15, 16664. https://doi.org/10.3390/su152416664 https://www.mdpi.com/journal/sustainability

Sustainability 2023, 15, 16664 2 of 5

(187–190), but technology has bridged the gap between the traditional classroom and the
real world, making learning more relevant and applicable. This way, students’ learning
interests and motivations are largely improved, which leads to their academic retention
and lifelong learning.
Teachers, too, have benefited from technology’s integration into the classroom. Digital
tools have simplified the planning and preparation process, allowing teachers to focus
more on individual student needs and providing teachers with opportunities to improve
their technological, pedagogical, and content knowledge (TPACK). Through data analytics,
teachers can monitor students’ progress, identify areas requiring additional support, and
customize instruction accordingly, ensuring that each student receives tailored teaching
based on their strengths and weaknesses. This level of customization ensures that every
student is being taught according to their unique strengths and weaknesses. In a word, tech-
nology has empowered teaching and learning by providing more personalized, engaging,
and practical learning experiences for students. As technology continues to advance, we
can expect even more innovative and effective ways to use it in either a formal educational
setting or an informal setting to transform the education landscape.
Language education plays a crucial role in fostering efficient and sustainable com-
munication and cultural understanding in an increasingly interconnected world. In this
editorial, we will provide an overview of eight research articles that explore the intersection
of technology and language education. Among them, seven are original research articles,
and one is a review article. These articles shed light on pedagogical design, self-regulation,
autonomous learning, linguistic repertoires, game-based learning, mobile applications,
multimodal literacies, and digital justice, etc.
In the article entitled “Pedagogical Design in Technology-Enhanced Language Educa-
tion: A Scoping Review,” Ting Liu and coauthors Zhipeng Zhang and Xuesong (Andy) Gao
conducted a comprehensive review to explore the incorporation of technology in language
teaching. They reviewed 51 studies on language teachers’ technology use and applications
of technology in technology-enhanced language education between 2012 and 2022. Using
the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guide-
lines, this review paper identified four clusters of topics these studies focused on: teachers’
perceptions, technological application practice and experience, technological pedagogical
content knowledge (TPACK), and teachers’ role as pedagogical designers. This review arti-
cle highlights further consideration of language teachers’ roles as pedagogical designers in
technology-enhanced language education to integrate technology into language education
and facilitate sustainable language teaching and learning.
The study titled “Online English Learning Engagement among Digital Natives: The
Mediating Role of Self-Regulation” was conducted by Xiaoqi Wang and coauthors Lianghong
Hui, Xin Jiang, and Yuhan Chen. This study focused on examining Chinese digital natives’
self-regulation in English learning. A total of 408 college students who study English were
invited to participate in the study, and partial least squares structural equation modeling
was performed to test the hypotheses. Results suggested that digital nativity is related to
online self-regulated English learning, which, in turn, influences students’ online engagement.
The study emphasized the importance of equipping students with computer literacy and
self-regulation for sustainable English learning in online environments. This study offers
plenty of practical information on students’ engagement in language learning contexts and
provides crucial advice for language learners as well as teachers and instructors to better
understand the variables influencing engagement with English.
Li-Tang Yu compares the autonomous use of technology-enhanced language learning
among 99 EFL Taiwanese college students of different proficiency levels in the study
titled “A Comparison of the Autonomous Use of Technology for Language Learning for
EFL University Students of Different Proficiency Levels.” The research conducted both
quantitative and qualitative analyses and found that students’ proficiency levels do not
significantly affect their autonomous use of technology for language learning. The study
underlined the importance of instructors’ support and guidance to maximize the benefits
Sustainability 2023, 15, 16664 3 of 5

of autonomous technology use for language learning. This research provided useful advice
that it is essential not only to be aware of the online learning resources accessible to students
but also to understand how to effectively utilize them to foster autonomous learning. A
crucial step is to assist students in expanding their knowledge of valuable technology-
enhanced materials for English learning and encourage them to actively engage in exercises
that enhance both writing and speaking skills, thereby nurturing both the receptive and
productive aspects of language acquisition.
Siqing Mu and coauthors Aoxuan (Douglas) Li, Lu Shen, Lili Han, and Zhisheng (Ed-
ward) Wen introduced a computer vision-aided analytical method to examine multilingual
youths’ linguistic repertoires through their digital language portraits in the study titled
“Linguistic Repertoires Embodied and Digitalized: A Computer-Vision-Aided Analysis of
the Language Portraits by Multilingual Youth.” Using discourse and register analysis as a
qualitative method to interpret participants’ perceptions, beliefs, and emotions, this study
suggested that Macanese heritage speakers have a higher degree of linguistic “scope” but
lower “access” than Chinese sojourners in Macao. Follow-up interviews further confirm
their self-perceptions across registers. The findings enhance our understanding of the scope
and access of multilingual repertoires in lived experiences. The online platform used in this
study has the potential to create a positive and constructive educational environment. The
various networking tools available on the platform allow educators and learners to interact
in multiple ways, enabling effective language teaching and learning through adaptable and
non-intrusive communication and collaboration.
The study entitled “Factors Influencing Game-Based Learning in the Colombian Con-
text: A Mixed Methods Study” by Aguilar-Cruz and coauthors Peiyu Wang, Zongping
Xiang, and Heng Luo identified factors influencing game-based vocabulary learning out-
comes among 64 Colombian high school EFL students. Using a mixed method, this study
collected both quantitative and qualitative data from surveys, interviews, and pre- and
post-tests. The results indicated engagement and prior knowledge positively predict, while
contextual factors and family conditions negatively impact the game-based learning out-
comes. The study enriches our understanding of game-based learning in less-developed
countries and provides suggestions to further investigate the impact of contextual factors
and family conditions on game-based learning outcomes. This research offers valuable
implications and practical recommendations, such as emphasizing the focus on the in-
volvement and achievements of female students in game-based learning, acknowledging
the variations by offering personalized support and collaborative opportunities within
game-based learning interventions, and encouraging game designers to not only integrate
elements that emotionally and behaviorally engage students in serious games but also
address the concern of cognitive overload by minimizing the extrinsic cognitive load.
Using a quasi-experiment, Huashan Lu and coauthors Xingxing Ma and Fang Huang
examined the effects of a mobile app on English vocabulary learning among 108 Chinese
tertiary EFL learners in the study “Exploring the Effects of a Theory-Based Mobile App
on Chinese EFL Learners’ Vocabulary Learning Achievement and Memory.” This study
revealed that the experimental group (using the app) showed significantly higher vocabu-
lary learning achievement compared to the control group. The app also helped prevent
rapid memory loss of the learned words. The study underscored the usefulness of mobile
technology in enhancing English vocabulary learning with several major implications, such
as suggesting educational administrators and policymakers take into account the utilization
of specifically designed mobile applications (on various aspects, including listening, gram-
mar, and reading skills) to enhance English learning and that teachers supervise students’
mobile learning. Furthermore, students should be motivated to foster their self-reliance in
vocabulary acquisition through the use of such apps. In today’s age of mobile technology,
where classroom time for vocabulary learning is often limited, the development of learning
autonomy becomes exceptionally significant.
In the article “Teaching Multimodal Literacies with Digital Technologies and Aug-
mented Reality: A Cluster Analysis of Australian Teachers’ TPACK,” Lynde Tan and
Sustainability 2023, 15, 16664 4 of 5

coauthors Russell Thomson, Joyce Hwee Ling Koh, and Alice Chik used cluster analysis to
examine 142 Australian primary teachers’ technological pedagogical content knowledge
(TPACK) for teaching multimodal literacies with digital technologies/augmented reality.
Based on their technological pedagogical content knowledge (TPACK), the study identifies
two clusters of teachers (higher TPACK and technology usage versus lower TPACK and
technology usage) and highlights the importance of differentiated teacher professional de-
velopment to effectively incorporate digital technologies and augmented reality in teaching
multimodal literacies.
Adopting qualitative methods, Gregory Scott Child and Kim Song’s study titled “Digi-
tal Inequities: Promoting Digital Justice during the COVID-19 Pandemic” focuses on the
actions taken by 12 US content teachers to provide a digitally just education for emergent
bilingual learners (EBLs) during the pandemic. Based on the theory of digital justice, which
aims to promote digital equity for minoritized populations, the authors conducted a series
of semi-structured focus group interviews. After careful data coding and analysis, this
study explored the particular methods employed by teachers to incorporate technology
settings, the strategies implemented to enhance students’ digital literacy skills, and the
impact of virtual instruction on educational expectations. The findings emphasize the
digital inequities faced by EBLs and the need to promote digital equity through supportive
measures and resources. The research sheds light on the practical strategies employed by
teachers to support EBLs in virtual schooling environments, such as improving communi-
cation between teachers and families, which would have been beneficial in establishing a
mutual understanding of expectations that would satisfy the needs of both parents and
teachers. It is also essential to go beyond simply granting access to digital materials and
instead educate students on how to pose inquiries and utilize the available digital resources
to find answers.
The articles presented in this Special Issue, entitled “Technology-Enhanced Language
Teaching and Learning: Innovations, Challenges, and Concerns,” contribute to our un-
derstanding of how and to what extent innovative technology can sustain and enhance
language education. Using various research methods, they address important aspects
such as pedagogical design, self-regulation, autonomous learning, linguistic repertoires,
game-based learning, mobile applications, multimodal literacies, and digital justice. The
results of these studies provide valuable insights and practical implications for educators
and policymakers to create effective and sustainable language learning environments. By
embracing technology and leveraging its potential, we can foster sustainable language
teaching and learning practices that empower learners in the digital age.

Funding: This project was funded by the Humanities and Social Science Research project of the
Ministry of Education in China, “Research on English Teachers’ ICT Teaching Competence in Higher
Education under the Goal of Golden Course Construction” (Project Approval Number: 21YJC740047).
This project was also funded by the grant “Research on Foreign Language Teaching in the Context of
Generative Artificial Intelligence Development” of Shanghai International Studies University (Project
Number: 23ZD010).
Conflicts of Interest: The authors declare no conflict of interest.

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