Analyzing pedagogy and education in English language teaching using information and communication technology

Pedagogy and education in the English language have experienced a transformative impact with the integration of Information and Communication Technology (ICT). This dynamic combination has enhanced instructional strategies, fostered interactive learning environments, and equipped learners with essential digital literacy skills (DLS). Integrating ICT in English language teaching (ELT) can pose a challenge for teachers who lack proficiency in using these tools effectively, potentially leading to ineffective use of knowledge in the classroom. The study's novelty lies in revising the Technology Acceptance Model (TAM) for ICT in ELT, integrating multiple pedagogical approaches with modern ICT tools, and emphasizing simulated authenticity and AI to advance interactive and engaging language learning, thereby significantly contributing to effective language teaching through technology. The research on "Analyzing Pedagogy and Education in English Language Teaching Using ICT highlights key gaps, including the impact of teachers' ICT proficiency, the need for longitudinal studies on ICT's effects, the underexplored effectiveness of specific ICT tools and pedagogical models, and the potential of AI for personalized learning experiences. The study analyzes the effectiveness of integrating ICT in ELT by examining how pedagogical approaches like GTM, TPR, Student-Centered Learning, Total Communication, and Interactive Approaches impact learning experiences, engagement, and digital literacy skills among 450 students from grades 6 to 12, divided into three grade levels (6-8, 9-10, and 11-12). The study uses a survey methodology with structured questionnaires and open-ended questions to collect quantitative and qualitative data on students' perceptions, experiences, and preferences regarding ICT integration in various teaching methodologies, assessing engagement, effectiveness, digital literacy, and learning outcomes. The collected data is analyzed using both quantitative methods, including descriptive statistics, cross-tabulation, and ANOVA to identify patterns and correlations, and qualitative methods, where open-ended responses are coded and thematically analyzed to gain insights into student experiences, providing a comprehensive understanding of how ICT integration in ELT influences pedagogy, teaching effectiveness, and learning outcomes. It helps to enhance ELT by implementing innovative pedagogical approaches with the support of ICT. The present study revises the Technology Acceptance Model (TAM) including the Grammar Transaction Method, Total Physical Response (TPR), Student-Centred Learning, Total Communication and Interactive Approaches. Pedagogy and Education in ELT using ICT enhances teaching effectiveness and engagement, fostering digital literacy and language proficiency among learners. The study is limited by the varying levels of ICT proficiency among teachers, potential biases in self-reported data from participants, and the lack of longitudinal analysis to fully assess the long-term impact of ICT integration in ELT. This should focus more clearly on the study's primary objective: analyzing ICT integration in ELT, its impact on pedagogy, and enhancing student engagement and digital literacy. The Future scope of Pedagogy and Education in ELT using ICT includes the integration of simulated authenticity and artificial intelligence to create immersive and personalized learning experiences, enabling students to enhance their language learning skills more interactively and engagingly.