INTEGRATING COMPUTATIONAL LINGUISTICS INTO LANGUAGE EDUCATION: A PEDAGOGICAL FRAMEWORK FOR 21ST-CENTURY CLASSROOMS

Abstract

In the rapidly evolving educational landscape of the 21st century, integrating computational linguistics (CL) into language education offers transformative potential for developing students’ linguistic, analytical, and digital competencies. This study proposes a pedagogical framework that embeds computational linguistics into language curricula through a balanced fusion of theoretical instruction, practical engagement with natural-language-processing (NLP) tools, and data-driven learning. Employing a mixed-methods research design, the study investigates the attitudes, preparedness, and experiences of 120 language instructors and 300 university students across six institutions. Quantitative data from structured questionnaires are complemented by qualitative interviews and classroom observations. Findings reveal high levels of motivation to integrate CL (M = 4.28, SD = 0.64) but limited training opportunities and curricular alignment. Thematic analysis of interviews highlights challenges related to computational literacy, institutional infrastructure, and pedagogical design. The paper concludes with a multi-level framework recommending interdisciplinary collaboration, teacher professional development, and curriculum redesign to position CL as an essential component of future-ready language education.