ASSESSING THE IMPACT OF DIGITAL PERSONALIZATION IN TESOL: A COMPREHENSIVE REVIEW OF LEARNER PERFORMANCE AND PEDAGOGICAL PRACTICES

Abstract

This paper systematically examines the integration of digital technologies in TESOL classrooms, with particular emphasis on tailoring instructional practices to meet individual learner needs and evaluating their impact on student outcomes. The study aims to explore how technology-enhanced personalized learning supports learners in achieving academic language proficiency goals. Specifically, it investigates whether digital tools and personalized instructional approaches enhance student engagement and language competence across the four core skills of English: reading, listening, writing, and speaking. The research begins with a comprehensive review of existing literature, tracing the evolution of digitalization in educational contexts and its influence on second language acquisition. It examines how technological innovations have become instrumental in facilitating personalized learning experiences that address diverse learner profiles, thereby fostering increased motivation and engagement. The central research question focuses on whether personalized learning approaches, supported by digital technologies, improve classroom engagement and retention, and how educators can effectively implement such strategies within TESOL environments. The study further analyzes the interrelationship between digital technology integration and personalized instruction, evaluating their combined impact on learner performance and engagement. Relying primarily on secondary research, the paper conducts an extensive synthesis of scholarly literature, policy documents, and empirical studies to identify effective strategies for implementing individualized educational plans within TESOL settings. Insights from educational leaders and practitioners are also incorporated to reinforce the findings derived from literature. The review indicates that adaptive learning technologies and research-informed pedagogical frameworks significantly enhance student participation and language development. Based on these findings, the study offers practical recommendations for educators, emphasizing coherent integration of personalized instructional strategies to optimize teaching effectiveness. By contributing to the growing body of research on personalized learning in language education, this study underscores the transformative potential of digitally mediated instruction. Ultimately, it seeks to inform future TESOL practices and related educational fields by advocating for structured personalized learning frameworks supported by digital innovation.